MALATI PUBLICATIONS These are some published conference papers presented by MALATI staff. |
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Bennie, K. (1998). An analysis of the geometric understanding of Grade 9 pupils using Fuys et al's interpretation of the Van Hiele theory. In N.A. Ogude & C. Bohlmann (Eds.), Proceedings of the Sixth Annual Meeting of the Southern African Association for Research in Mathematics Education (pp. 64-69). Pretoria: Universtiy of South Africa.
Bennie, K. (1998). The "slippery" concept of probability: Reflections on possible teaching approaches. Proceedings of the Fourth Annual Congress of the Association for Mathematics Education of South Africa (pp. 53-67). Pietersburg: University of the North.
Bennie, K. (1998). "Shape and space". An approach to the study of geometry in the Intermediate Phase. Proceedings of the Fourth Annual Congress of the Association for Mathematics Education of South Africa (pp. 121-127). Pietersburg: University of the North.
Bennie, K. (1999). "Draw what you would see from behind": An analysis of Grade 5 and 6 learners' strategies for solving spatial ability activities. In J. Kuiper (Ed.), Proceedings of Seventh Annual Meeting of the Southern African Association for Research in Mathematics Education (pp. 50-59). Harare: Universtiy of Harare.
Bennie, K. & Smit, S. (1999). "Spatial sense": Translating curriculum innovation into classroom practice. Proceedings of the Fifth Annual Congress of the Association for Mathematics Education of South Africa: Vol. 1. (pp. 22-29). Port Elizabeth: Port Elizabeth Technikon.
Bennie, K. and Newstead, K. (1999). Obstacles to implementing a new curriculum. In M.J. Smit & A.S. Jordaan (Eds.), Proceedings of the National Subject Didactics Symposium (pp. 150-157). Stellenbosch: University of Stellenbosch.
Bennie, K., Olivier, A. & Linchevski, L. (1999). Everyone can learn mathematics: Addressing the fundamental assumptions and goals of Curriculum 2005. Proceedings of the Fifth Annual Congress of the Association for Mathematics Education of South Africa: Vol. 2. (pp. 10-24). Port Elizabeth: Port Elizabeth Technikon.
Bennie, K., Olivier, A. & Linchevski, L. (1999). Rethinking the notion of equity to address the fundamental assumptions and goals of Curriculum 2005. In M.J. Smit & A.S. Jordaan (Eds.), Proceedings of the National Subject Didactics Symposium (pp. 1-9). Stellenbosch: University of Stellenbosch.
Jooste, Z. (1999). How grade 3 & 4 learners deal with fraction problems in context. Proceedings of the Fifth Annual Congress of the Association for Mathematics Education of South Africa: Vol. 1. (pp. 64-75). Port Elizabeth: Port Elizabeth Technikon.
Liebenberg, R., Linchevski, L., Olivier, A. & Sasman, M. (1998). Laying the foundation for algebra: Developing an understanding of structure. Proceedings of the Fourth Annual Congress of the Association for Mathematics Education of South Africa (pp. 276-282). Pietersburg: University of the North.
Liebenberg, R.E., Linchevski, L., Sasman, M.C. & Olivier, A. (1999). Focusing on the structural aspects of numerical expressions. In J. Kuiper (Ed.), Proceedings of the Seventh Annual Conference of the Southern African Association for Research in Mathematics and Science Education (pp. 249-256). Harare, Zimbabwe.
Liebenberg, R., Sasman, M. & Olivier, A. (1999). From numerical equivalence to algebraic equivalence. Proceedings of the Fifth Annual Congress of the Association for Mathematics Education of South Africa: Vol. 2. (pp. 173-183). Port Elizabeth: Port Elizabeth Technikon.
Linchevski, L., Kutscher, B. & Olivier, A. (1999). Assessment in support of equity. Proceedings of the Fifth Annual Congress of the Association for Mathematics Education of South Africa: Vol. 1. (pp. 155-167). Port Elizabeth: Port Elizabeth Technikon.
Linchevski, L., Kutscher, B., Olivier, A. & Bennie, K. (2000). Diversity acknowledged and ignored: Achieving equity in school mathematics. Paper presented at the Second International Conference on Mathematics Education and Society. March 2000. Lisbon, Portugal. http://correio.cc.fc.ul.pt/~jflm/mes2/programme.html#Anchor-37212
Linchevski, L., Kutscher, B., Olivier, A. & Bennie, K. (2000). Indispensable Mathematical Knowledge - IMK and Differential Mathematical Knowledge - DMK:. Two Sides of the Equity Coin. In T. Nakahara & M. Koyama (Eds.), Proceedings of the Twenty-fourth International Conference for the Psychology of Mathematics Education: Vol. 3. (pp. 239-246). Hiroshima, Japan.
Linchevski, L., Liebenberg, R., Sasman, M. & Olivier, A. (1998). Assessment in support of planning teaching to improve learning. Proceedings of the Fourth Annual Congress of the Association for Mathematics Education of South Africa (pp. 47-52). Pietersburg: University of the North.
Linchevski, L., Olivier, A., Sasman, M.C. & Liebenberg, R. (1998). Moments of conflict and moments of conviction in generalising. In A. Olivier & K. Newstead (Eds.), Proceedings of the Twenty-second International Conference for the Psychology of Mathematics Education: Vol. 3. (pp. 215-222). Stellenbosch, South Africa.
Lukhele, R.B., Murray, H. & Olivier, A. (1999). Learners' understanding of the addition of fractions. Proceedings of the Fifth Annual Congress of the Association for Mathematics Education of South Africa: Vol. 1. (pp. 87-97). Port Elizabeth: Port Elizabeth Technikon.
Murray, H., Olivier, A. & De Beer, T. (1999). Reteaching fractions for understanding. In O. Zaslavsky (Ed.), Proceedings of the Twenty-third International Conference for the Psychology of Mathematics Education: Vol. 3. (pp. 305-312). Haifa, Israel.
Newstead, K. (1999). Teacher beliefs, teacher practice and learner learning: a case study. In J. Kuiper (Ed.), Proceedings of the Seventh Annual Conference of the Southern African Association for Research in Mathematics and Science Education (pp. 325-330). Harare, Zimbabwe.
Newstead, K. (1999). "I don't have time to teach for understanding". Reflecting on a time-consuming process of change. Proceedings of the Fifth Annual Congress of the Association for Mathematics Education of South Africa: Vol. 1. (pp. 144-153). Port Elizabeth: Port Elizabeth Technikon.
Newstead, K. (2001). No More Little Boxes: The Need for Integrated Mathematics (for Teachers). Paper presented at the Seventh Annual Congress of the Association for Mathematics Education of South Africa, July 2001, Johannesburg.
Newstead, K. and Murray, H. (1998). Young students' constructions of fractions. In A. Olivier & K. Newstead (Eds.), Proceedings of the Twenty-second International Conference for the Psychology of Mathematics Education: Vol. 3. (pp. 295-302). Stellenbosch, South Africa.
Newstead, K. and Olivier, A. (1999). Addressing students' conceptions of common fractions. In O. Zaslavsky (Ed.), Proceedings of the Twenty-third International Conference for the Psychology of Mathematics Education: Vol. 3. (pp.329-337). Haifa, Israel.
Sasman, M., Linchevski, L., Olivier, A. & Liebenberg, R. (1998). Probing children's thinking in the process of generalisation. Proceedings of the Fourth Annual Congress of the Association for Mathematics Education of South Africa (pp. 210-218). Pietersburg: University of the North.
Sasman, M.C., Linchevski, L., & Olivier, A. (1999). The influence of different representations on children's generalisation thinking processes. In J. Kuiper (Ed.), Proceedings of the Seventh Annual Conference of the Southern African Association for Research in Mathematics and Science Education (pp. 406-415). Harare, Zimbabwe.
Sasman, M.C., Linchevski, L., & Olivier, A. (1999). Factors influencing students' generalisation thinking processes. In O. Zaslavsky (Ed.), Proceedings of the Twenty-third International Conference for the Psychology of Mathematics Education: Vol. 4. (pp.161-168). Haifa, Israel.
Sasman, M., Olivier, A. & Linchevski, L. (1999). Developing and stimulating generalisation thinking processes and skills. Proceedings of the Fifth Annual Congress of the Association for Mathematics Education of South Africa: Vol. 1. (pp. 177-182). Port Elizabeth: Port Elizabeth Technikon.
Van Niekerk, T., Newstead, K., Murray, H. & Olivier, A. (1999). Successes and obstacles in the development of grade 6 learners' conceptions of fractions. Proceedings of the Fifth Annual Congress of the Association for Mathematics Education of South Africa: Vol. 1. (pp. 221-232). Port Elizabeth: Port Elizabeth Technikon.
Some related papers by Malati-related people
Bennie, K. and McAuliffe, S. (1997). Continuous assessment: How can we support teachers? In P. Kelsall & M. de Villiers (Eds.), Proceedings of the Third National Congress of the Association for Mathematics Education of South Africa: Vol. 3. (pp. 15-39). Durban: Natal University.
De Villiers, M. D. (1996). The future of secondary school geometry. Paper presented at the SOSI Geometry Imperfect Conference, October 1996, UNISA, Pretoria. http://mzone.mweb.co.za/residents/profmd/future.pdf
De Villiers, M. D. (1999). The role and function of proof with sketchpad. In De Villiers, M. (1999). Rethinking Proof with Sketchpad. Key Curriculum Press. http://mzone.mweb.co.za/residents/profmd/proof.pdf
Kutscher, B. & Linchevski, L. (2000). Moving between Mixed-Ability and Same-Ability Settings: Impact on learners. Paper presented at the Twenty-fourth International Conference for the Psychology of Mathematics Education, Hiroshima, Japan.
Liebenberg, R. (1997). The usefulness of an intensive diagnostic test. In P. Kelsall & M. de Villiers (Eds.), Proceedings of the Third National Congress of the Association for Mathematics Education of South Africa: Vol. 2. (pp. 72-79). Durban: Natal University.
Linchevski, L. & Kutscher, B. (1998). Tell me with whom you're learning, and I'll tell you how much you've learned: Mixed-ability versus same-ability grouping in mathematics. Journal for Research in Mathematics Education, 29, 533-554.
Murray, H., Olivier, A. & Human, P. (1998). Learning through problem solving. In A. Olivier & K. Newstead (Eds.), Proceedings of the Twenty-second International Conference for the Psychology of Mathematics Education: Vol. 1. (pp. 169-185). Stellenbosch, South Africa.
Murray, H., Olivier, A. & Human, P. (1999). Teachers' mathematical experiences as links to children's needs. In B. Jaworski, T. Wood & A.J. Dawson (Eds.), Mathematics Teacher Education: Critical International Perpectives (pp. 33-42). London: The Falmer Press.
Newstead, K. (1998). Aspects of children's mathematics anxiety. Educational Studies in Mathematics, 36(1), 53-71.
Newstead, K., Anghileri, J. & Whitebread, D. (1998). A motivation for developing more flexible meanings and strategies for division in primary school. In N.A. Ogude & C. Bohlmann (Eds.) Proceedings of the Sixth Annual Meeting of the Southern African Association for Research in Mathematics Education (pp. 346-350). Pretoria: University of South Africa.
Olivier, A. (1992). Handling pupils' misconceptions. In M. Moodley, R.A. Njisani & N. Presmeg (Eds.), Mathematics Education for Pre-Service and In-Service (pp. 193-209). Pietermaritzburg: Shuter & Shooter.
Olivier, A. (1999). Constructivist learning theory. In Human, Olivier and Associates, Advanced Numeracy Course. Facilitator's Guide. Parow-East: Ebony Books CC.
Vermeulen, N., Olivier, A. & Human, P. (1996). Students' awareness of the distributive property. In L. Puig & A. Gutierrez (Eds.), Proceedings of the Twentieth International Conference for the Psychology of Mathematics Education: Vol. 4. (pp. 379-386). Valencia, Spain.