Vol. 31 No. 3 (2013)

DOI: https://doi.org/10.38140/pie.v31i3

Published: 2013-10-31

Editorial

Primary mathematics: Addressing the crisis

Hamsa Venkat, Lynn Bowie

1-4
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Research articles

Big Ideas in primary mathematics: Issues and directions

Mike Askew

5-18
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Unveiling the South African official primary mathematics teacher pedagogic identity

Peter Pausigere, Mellony Graven

19-33
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Selecting and sequencing mathematics tasks: Seeking mathematical knowledge for teaching

Jaamia Galant

34-48
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Assessing early number learning: How useful is the Annual National Assessment in Numeracy?

Maria Weitz, Hamsa Venkat

49-65
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The relationship between teachers’ instructional practices and their learners’ level of geometrical thinking

Cheryl Bleeker, Gerrit Stols, Sonja van Putten

66-78
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Research tensions with the use of timed numeracy fluency assessments as a research tool

Debbie Stott, Mellony Graven

79-93
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Lizzy’s struggles with attaining fluency in multiplication tables

Sarah Bansilal

94-105
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Opportunities to develop mathematical proficiency in Grade 6 mathematics classrooms in KwaZulu-Natal

Noor Ally, Iben Maj Christiansen

106-121
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Raising the quality of primary level mathematics teaching and learning in schools in American Samoa: A model for South Africa

Nithi Muthukrishna

122-138
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Teachers’ understanding of mathematical cognition in childhood: Towards a shift in pedagogical content knowledge?

Elizabeth Henning

139-154
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Perspectives on pre-service teacher knowledge for teaching early algebra

Sharon McAuliffe, Fred Lubben

155-169
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Focusing on the object of learning and what is critical for learning: A case study of teachers’ inquiry into teaching and learning mathematics

Ulla Runesson

170-183
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