African Journal of Research in Mathematics, Science and Technology Education

Accessing Students' Knowledge in a Context of Linguistic and Socioeconomic Diversity: The case of internal human anatomy

Student naï;ve conceptions in their explanations in a grade 12 physics examination

The effect of toys as educative material on pre-service education students' understanding of energy

An exploration of learners' use of worksheets during a science museum visit

A model for the development and transformation of Teachers' mathematical content knowledge

Language-in-Education policies in conflict: Lessons from Malawian mathematics teacher training classrooms

The most important aspects of algebra: Responses from practising South African teachers

Teachers' criteria for selecting textbooks for the technology subject

How project-based learning manifests itself in technology education textbooks

An evaluation of the implementation of the National ICT Policy for Education in Namibian rural science classrooms

Activity Theory as a lens to examine pre-service Teachers' perceptions of learning and teaching of Mathematics within an intervention programme

A constructivist approach to a programming course: Students' responses to the use of a Learning Management System

Information technology students' changing perceptions of assessment strategies during pair programming

Constructing mathematical meaning of a trigonometric function through the use of an artefact

Making sense of science: Argumentation for meaning-making in a teacher-led whole class discussion

Mathematical connections of a higher cognitive level: A tool we may use to identify these in practice

Development of a model of effectiveness in science education to explore differential science performance: A case of South Africa

Effects of outcomes-based education and traditional lecture approaches in overcoming alternative conceptions in physics

Using circuit and wiring diagrams to identify students' preconceived ideas about basic electric circuits

Chemistry lecturers' perceptions of “critical barriers” to successful solving of acid-base titration problems

Some South African mathematics Teachers' concept images of the equation concept

Introducing calculators to learners early in their schooling: The effect on long-term arithmetic proficiency

First year students' understanding of the flow of control in recursive algorithms

Dialogical argumentation instruction as a catalytic agent for the integration of school science with Indigenous Knowledge Systems

Traditional healers' views on their indigenous knowledge and the science curriculum

Exploring the role of contextual attributes in a Mathematical Literacy assessment task

Contexts preferred for use in mathematics by Swaziland high performing public schools' junior secondary learners

The story of a physical science curriculum: transformation or transmutation?

Ethical care and use of animals for educational purposes: A challenge for science teachers

Learner-Centred Science in Lesotho: Adapting the ideal to adjust classroom practice

‘They are using laptops, we are using boxes’: township learners' conceptions of Expo

Structuring everyday contexts for statistical treatment: The struggle for shared focus

Semiotic mediation through coherent discourse in science classrooms

Analysis of South African Grade 10 learners' conceptual resources regarding the concept of energy in physics

Learning physics through argumentation at secondary school level in Lesotho: a feasible teaching strategy?

The nature of geometry instruction and observed learning-outcomes opportunities in Nigerian and South African high schools

Unpacking Mathematical Literacy Teachers' understanding of the concept of inflation

Prospective primary school Teachers' attempts to pose acceptable word problems on the addition of fractions: Some insights from South Africa and the United States of America

South African primary school teachers' scientific and indigenous conceptions of the Earth-Moon-Sun system

Internet access as a structural factor in career choice: a comparison between computing and non-computing major students

An extended 'learning by design' framework based on learner perceptions

A framework for examining characteristics of computer-based mathematical tasks

Exploring the Potential and Challenges of Integrating Environmental Issues in Formal Education in Malawi

Towards Socially Responsible Biology: Two Cases in a Teacher Education Programme

The Context of Training Teachers to Implement A Socially Relevant Science Education in Africa

Using Internet Aesthetic Mathematical Texts to Develop Secondary School Learners' Thinking Skills

Swazi Teachers' Views on the Use of Cultural Knowledge for Integrating Education for Sustainable Development into Science Teaching

Ethno-Mathema-tics of Basotho

ESD through Technology Education: Contextualisation of Approaches

Risking It: Entering Uneven Socio-scientific Spaces in a Life Sciences Classroom