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
    DOI: https://doi.org/10.38140/pie.v31i3.1813

Research articles

  • Big Ideas in primary mathematics: Issues and directions

    Mike Askew
    5-18
    DOI: https://doi.org/10.38140/pie.v31i3.1814

  • Unveiling the South African official primary mathematics teacher pedagogic identity

    Peter Pausigere, Mellony Graven
    19-33
    DOI: https://doi.org/10.38140/pie.v31i3.1815

  • Selecting and sequencing mathematics tasks: Seeking mathematical knowledge for teaching

    Jaamia Galant
    34-48
    DOI: https://doi.org/10.38140/pie.v31i3.1816

  • Assessing early number learning: How useful is the Annual National Assessment in Numeracy?

    Maria Weitz, Hamsa Venkat
    49-65
    DOI: https://doi.org/10.38140/pie.v31i3.1817

  • The relationship between teachers’ instructional practices and their learners’ level of geometrical thinking

    Cheryl Bleeker, Gerrit Stols, Sonja van Putten
    66-78
    DOI: https://doi.org/10.38140/pie.v31i3.1818

  • Research tensions with the use of timed numeracy fluency assessments as a research tool

    Debbie Stott, Mellony Graven
    79-93
    DOI: https://doi.org/10.38140/pie.v31i3.1819

  • Lizzy’s struggles with attaining fluency in multiplication tables

    Sarah Bansilal
    94-105
    DOI: https://doi.org/10.38140/pie.v31i3.1820

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

    Noor Ally, Iben Maj Christiansen
    106-121
    DOI: https://doi.org/10.38140/pie.v31i3.1821

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

    Nithi Muthukrishna
    122-138
    DOI: https://doi.org/10.38140/pie.v31i3.1822

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

    Elizabeth Henning
    139-154
    DOI: https://doi.org/10.38140/pie.v31i3.1823

  • Perspectives on pre-service teacher knowledge for teaching early algebra

    Sharon McAuliffe, Fred Lubben
    155-169
    DOI: https://doi.org/10.38140/pie.v31i3.1824

  • 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
    DOI: https://doi.org/10.38140/pie.v31i3.1825