Pub Date : 2022-05-31DOI: 10.4102/pythagoras.v43i1.641
Ernest Mahofa, S. Adendorff
{"title":"Novice mentors versus mentees: Mentoring experiences in mathematics at General Education and Training phase","authors":"Ernest Mahofa, S. Adendorff","doi":"10.4102/pythagoras.v43i1.641","DOIUrl":"https://doi.org/10.4102/pythagoras.v43i1.641","url":null,"abstract":"","PeriodicalId":43521,"journal":{"name":"Pythagoras","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46456436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-31DOI: 10.4102/pythagoras.v43i1.655
Vuyisile L. Khumalo, S. van Staden, M. Graham
{"title":"Weathering the storm: Learning strategies that promote mathematical resilience","authors":"Vuyisile L. Khumalo, S. van Staden, M. Graham","doi":"10.4102/pythagoras.v43i1.655","DOIUrl":"https://doi.org/10.4102/pythagoras.v43i1.655","url":null,"abstract":"","PeriodicalId":43521,"journal":{"name":"Pythagoras","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46647982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-22DOI: 10.4102/pythagoras.v43i1.644
Antonia Makina,Langton Kadzere
The education sector, among others, was severely affected by the coronavirus disease 2019 (COVID-19) pandemic. Because mathematics has always been singled out as a subject that needs more verbal communication and interaction, rapid adjustments had to be made by mathematics lecturers in higher education institutions to try and facilitate normal teaching and learning remotely through emergency open distance methods. Lecturers were forced to examine prevailing practices with a view to creating innovative and workable solutions to the emergency challenges without compromising the quality previously experienced during face-to-face classroom interactions. The article developed through a simple technology a conceptual framework for emergency remote teaching (ERT) in an emergency techno-response pedagogy (ETRP). The key was to demonstrate an innovative instructional strategy for teaching mathematics using a simple technology instead of an advanced or complicated mathematics software in the move from face-to-face to fully online teaching during a crisis. A development qualitative virtual case study was conducted that involved observing live and recorded mathematics lectures and interviewing an innovative lecturer of mathematics in the delivery of complex numbers at a graduate school in South Africa. The facilitation of the lesson through a simple and inexpensive technology (Microsoft OneNote) guided the development of a conceptual framework for ERT within an ETRP. The Context, Input, Process, and Product (CIPP) evaluation model was used as a theoretical framework to guide the analysis and conceptualisation of the lessons. Results provided guidelines through a conceptual framework for ERT that included a unique model of a lesson plan and advantages of using a simple technology in ERT instead of advanced mathematical software. The article contributes to the knowledge base in planning future ERT interventions.
{"title":"Exploring low-tech opportunities for higher education mathematics lecturers in an emergency techno-response pedagogy","authors":"Antonia Makina,Langton Kadzere","doi":"10.4102/pythagoras.v43i1.644","DOIUrl":"https://doi.org/10.4102/pythagoras.v43i1.644","url":null,"abstract":"The education sector, among others, was severely affected by the coronavirus disease 2019 (COVID-19) pandemic. Because mathematics has always been singled out as a subject that needs more verbal communication and interaction, rapid adjustments had to be made by mathematics lecturers in higher education institutions to try and facilitate normal teaching and learning remotely through emergency open distance methods. Lecturers were forced to examine prevailing practices with a view to creating innovative and workable solutions to the emergency challenges without compromising the quality previously experienced during face-to-face classroom interactions. The article developed through a simple technology a conceptual framework for emergency remote teaching (ERT) in an emergency techno-response pedagogy (ETRP). The key was to demonstrate an innovative instructional strategy for teaching mathematics using a simple technology instead of an advanced or complicated mathematics software in the move from face-to-face to fully online teaching during a crisis. A development qualitative virtual case study was conducted that involved observing live and recorded mathematics lectures and interviewing an innovative lecturer of mathematics in the delivery of complex numbers at a graduate school in South Africa. The facilitation of the lesson through a simple and inexpensive technology (Microsoft OneNote) guided the development of a conceptual framework for ERT within an ETRP. The Context, Input, Process, and Product (CIPP) evaluation model was used as a theoretical framework to guide the analysis and conceptualisation of the lessons. Results provided guidelines through a conceptual framework for ERT that included a unique model of a lesson plan and advantages of using a simple technology in ERT instead of advanced mathematical software. The article contributes to the knowledge base in planning future ERT interventions.","PeriodicalId":43521,"journal":{"name":"Pythagoras","volume":"24 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138536008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-18DOI: 10.4102/pythagoras.v43i1.560
Nkosinathi Mpalami
Mathematics education remains problematic in South Africa’s schools. However, some mathematics educators are deliberately using learners’ home languages in tasks to assist learners to understand mathematics. Research-based evidence shows that learners’ home languages when used as a resource have a potential to enhance learners’ understanding of mathematics. This article addresses the issue of translating mathematics tasks from English to learners’ home languages, a field that is less common in mathematics education studies. The study shows that there are complexities associated with such translation which all stakeholders in education should bear in mind. The article does so by referring to a study where a Grade 11 mathematics educator in a multilingual class tried to use learners’ home languages in tasks with an aim to enhance learners’ understanding of linear programming concepts. The study was conducted in township school in Gauteng province. Ethical clearance was given by the Gauteng Department of Education. Data were collected through observations and were analysed qualitatively. The situated sociocultural perspectives guided the study. The findings show that during the translation process, the educator went as far as translating mathematics technical terms. Such translation distorted the meaning of the original task and therefore made it hard for learners to comprehend concepts as envisioned. The recommendation is that the translation should not be left to individual mathematics educators but rather there should be a broader approach of having mathematics tasks translated from English into other official languages and such tasks be distributed to all schools throughout the country. Professional translators must also be contracted to do such a job.
{"title":"Complexities of translating mathematics tasks from English to learners’ home languages","authors":"Nkosinathi Mpalami","doi":"10.4102/pythagoras.v43i1.560","DOIUrl":"https://doi.org/10.4102/pythagoras.v43i1.560","url":null,"abstract":"Mathematics education remains problematic in South Africa’s schools. However, some mathematics educators are deliberately using learners’ home languages in tasks to assist learners to understand mathematics. Research-based evidence shows that learners’ home languages when used as a resource have a potential to enhance learners’ understanding of mathematics. This article addresses the issue of translating mathematics tasks from English to learners’ home languages, a field that is less common in mathematics education studies. The study shows that there are complexities associated with such translation which all stakeholders in education should bear in mind. The article does so by referring to a study where a Grade 11 mathematics educator in a multilingual class tried to use learners’ home languages in tasks with an aim to enhance learners’ understanding of linear programming concepts. The study was conducted in township school in Gauteng province. Ethical clearance was given by the Gauteng Department of Education. Data were collected through observations and were analysed qualitatively. The situated sociocultural perspectives guided the study. The findings show that during the translation process, the educator went as far as translating mathematics technical terms. Such translation distorted the meaning of the original task and therefore made it hard for learners to comprehend concepts as envisioned. The recommendation is that the translation should not be left to individual mathematics educators but rather there should be a broader approach of having mathematics tasks translated from English into other official languages and such tasks be distributed to all schools throughout the country. Professional translators must also be contracted to do such a job.","PeriodicalId":43521,"journal":{"name":"Pythagoras","volume":"265 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138535994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-17DOI: 10.4102/pythagoras.v42i1.630
Samah Gamal Ahmed Elbehary
Interpreting phenomena under uncertainty stands as a substantial cognitive activity in our daily life. Furthermore, in probability education research, there is a need for developing a unified model that involves several probabilistic conceptions. From this aspect, a central inquiry has been raised through this study: how do preservice mathematics teachers (PSMTs) reason under uncertainty? A multiple case study design was operated in which a purposive sample of PSMTs was selected to justify their reasoning in two probabilistic contexts while their responses were coded by NVivo, and corresponding categories were developed. As a result, PSMTs’ probabilistic reasoning was classified into mathematical (M), subjective (S), and outcome-oriented (O). Besides, several biases emerged along with these modes of reasoning. While M thinkers shared equiprobability and insensitivity to prior probability, the prediction bias and the belief of Allah’s willingness were yielded among S thinkers. Also, the causal conception spread among O thinkers.
{"title":"Reasoning under uncertainty within the context of probability education: A case study of preservice mathematics teachers","authors":"Samah Gamal Ahmed Elbehary","doi":"10.4102/pythagoras.v42i1.630","DOIUrl":"https://doi.org/10.4102/pythagoras.v42i1.630","url":null,"abstract":"Interpreting phenomena under uncertainty stands as a substantial cognitive activity in our daily life. Furthermore, in probability education research, there is a need for developing a unified model that involves several probabilistic conceptions. From this aspect, a central inquiry has been raised through this study: how do preservice mathematics teachers (PSMTs) reason under uncertainty? A multiple case study design was operated in which a purposive sample of PSMTs was selected to justify their reasoning in two probabilistic contexts while their responses were coded by NVivo, and corresponding categories were developed. As a result, PSMTs’ probabilistic reasoning was classified into mathematical (M), subjective (S), and outcome-oriented (O). Besides, several biases emerged along with these modes of reasoning. While M thinkers shared equiprobability and insensitivity to prior probability, the prediction bias and the belief of Allah’s willingness were yielded among S thinkers. Also, the causal conception spread among O thinkers.","PeriodicalId":43521,"journal":{"name":"Pythagoras","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44079929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-15DOI: 10.4102/pythagoras.v42i1.624
Julian Moodliar, Lawan Abdulhamid
In South Africa, limited studies have been conducted investigating responsive teaching and little is known about how teachers respond to unexpected events ‘in the moment’ that did not form part of their planning. In this article, we report how a Grade 9 novice and expert teacher responded to unexpected learner offers during the teaching of algebra using a qualitative case study approach. Three consecutive lessons for each teacher were video recorded, transcribed and analysed. Our units of analysis for episodes were teachers’ responses to unexpected learner offers and we coded the responses as ‘appropriate’ or ‘inappropriate’. Indicators used to highlight the degree of quality of the response were ‘minimum’, ‘middle’ and ‘maximum’ if a response was coded as appropriate to a learner’s offer. Once lessons were analysed, the first author conducted video-stimulated recall interviews with each participant to gain insight into the two teachers’ thoughts and decision-making when responding to unexpected learner offers. The findings from this study illustrated that the novice teacher failed to press learners when their thinking was unclear, chose to ignore or provided an incorrect answer when faced with an unexpected learner offer. Conversely, the expert teacher continuously interrogated learner offers by pressing if a learner offer was unclear or if she wanted learners to explain their thinking. This suggests that the expert teacher’s responses were highly supportive of emergent mathematics learning in the collective classroom space.
{"title":"Novice and expert Grade 9 teachers’ responses to unexpected learner offers in the teaching of algebra","authors":"Julian Moodliar, Lawan Abdulhamid","doi":"10.4102/pythagoras.v42i1.624","DOIUrl":"https://doi.org/10.4102/pythagoras.v42i1.624","url":null,"abstract":"In South Africa, limited studies have been conducted investigating responsive teaching and little is known about how teachers respond to unexpected events ‘in the moment’ that did not form part of their planning. In this article, we report how a Grade 9 novice and expert teacher responded to unexpected learner offers during the teaching of algebra using a qualitative case study approach. Three consecutive lessons for each teacher were video recorded, transcribed and analysed. Our units of analysis for episodes were teachers’ responses to unexpected learner offers and we coded the responses as ‘appropriate’ or ‘inappropriate’. Indicators used to highlight the degree of quality of the response were ‘minimum’, ‘middle’ and ‘maximum’ if a response was coded as appropriate to a learner’s offer. Once lessons were analysed, the first author conducted video-stimulated recall interviews with each participant to gain insight into the two teachers’ thoughts and decision-making when responding to unexpected learner offers. The findings from this study illustrated that the novice teacher failed to press learners when their thinking was unclear, chose to ignore or provided an incorrect answer when faced with an unexpected learner offer. Conversely, the expert teacher continuously interrogated learner offers by pressing if a learner offer was unclear or if she wanted learners to explain their thinking. This suggests that the expert teacher’s responses were highly supportive of emergent mathematics learning in the collective classroom space.","PeriodicalId":43521,"journal":{"name":"Pythagoras","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43684210","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-29DOI: 10.4102/pythagoras.v42i1.633
Vimolan Mudaly
In mathematics, problem-solving can be considered to be one of the most important skills students need to develop, because it allows them to deal with increasingly intricate mathematical and real-life issues. Often, teachers attempt to try to link a problem with a drawn diagram or picture. Despite these diagrams, whether given or constructed, the student still individually engages in a private discourse about the problem and its solution. These discourses are strongly influenced by their a priori knowledge and the given information in the problem itself. This article explores first-year pre-service teachers’ mental problem-solving skills. The emphasis was not on whether they solved the problems, but rather on their natural instincts during the problem-solving process. The research shows that some students were naturally drawn to construct mental images during the problem-solving process while others were content to simply leave the question blank. The data were collected from 35 first-year volunteer students attending a second semester geometry module. The data were collected using task sheets on Google Forms and interviews, which were based on responses to the questions. An interpretive qualitative analysis was conducted in order to produce deeper meaning (insight). The findings point to the fact that teachers could try to influence how students think during the problem-solving process by encouraging them to engage with mental images.
{"title":"Constructing mental diagrams during problem-solving in mathematics","authors":"Vimolan Mudaly","doi":"10.4102/pythagoras.v42i1.633","DOIUrl":"https://doi.org/10.4102/pythagoras.v42i1.633","url":null,"abstract":"In mathematics, problem-solving can be considered to be one of the most important skills students need to develop, because it allows them to deal with increasingly intricate mathematical and real-life issues. Often, teachers attempt to try to link a problem with a drawn diagram or picture. Despite these diagrams, whether given or constructed, the student still individually engages in a private discourse about the problem and its solution. These discourses are strongly influenced by their a priori knowledge and the given information in the problem itself. This article explores first-year pre-service teachers’ mental problem-solving skills. The emphasis was not on whether they solved the problems, but rather on their natural instincts during the problem-solving process. The research shows that some students were naturally drawn to construct mental images during the problem-solving process while others were content to simply leave the question blank. The data were collected from 35 first-year volunteer students attending a second semester geometry module. The data were collected using task sheets on Google Forms and interviews, which were based on responses to the questions. An interpretive qualitative analysis was conducted in order to produce deeper meaning (insight). The findings point to the fact that teachers could try to influence how students think during the problem-solving process by encouraging them to engage with mental images.","PeriodicalId":43521,"journal":{"name":"Pythagoras","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46321796","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-25DOI: 10.4102/pythagoras.v42i1.613
Calos Soneira, S. Bansilal, Reginald Gerald Govender
This study, using a quantitative approach, examined Spanish and South African pre-service teachers’ responses to translating word problems based on direct proportionality into equations. The participants were 79 South African and 211 Spanish prospective primary school teachers who were in their second year of a Bachelor of Education degree. The study’s general objective was to compare the students’ proficiency in expressing direct proportionality word problems as equations, with a particular focus on the extent of the reversal error among the students’ responses. Furthermore, the study sought to test the explanatory power of word order matching and the static comparison as causes of the reversal error in the two contexts. The study found that South African students had a higher proportion of correct responses across all the items. While nearly all the errors made by Spanish students were reversals, the South African group barely committed reversal errors. However, a subgroup of the South African students made errors consisting of equations that do not make sense in the situation, suggesting that they had poor foundational knowledge of the multiplicative comparison relation and did not understand the functioning of the algebraic language. The study also found that the word order matching strategy has some explanatory power for the reversal error in both contexts. However, the static comparison strategy offers explanatory power only in the Spanish context, suggesting that there may be a difference in curriculum and instructional approaches in the middle and secondary years of schooling, which is when equations are taught.
{"title":"Insights into the reversal error from a study with South African and Spanish prospective primary teachers","authors":"Calos Soneira, S. Bansilal, Reginald Gerald Govender","doi":"10.4102/pythagoras.v42i1.613","DOIUrl":"https://doi.org/10.4102/pythagoras.v42i1.613","url":null,"abstract":"This study, using a quantitative approach, examined Spanish and South African pre-service teachers’ responses to translating word problems based on direct proportionality into equations. The participants were 79 South African and 211 Spanish prospective primary school teachers who were in their second year of a Bachelor of Education degree. The study’s general objective was to compare the students’ proficiency in expressing direct proportionality word problems as equations, with a particular focus on the extent of the reversal error among the students’ responses. Furthermore, the study sought to test the explanatory power of word order matching and the static comparison as causes of the reversal error in the two contexts. The study found that South African students had a higher proportion of correct responses across all the items. While nearly all the errors made by Spanish students were reversals, the South African group barely committed reversal errors. However, a subgroup of the South African students made errors consisting of equations that do not make sense in the situation, suggesting that they had poor foundational knowledge of the multiplicative comparison relation and did not understand the functioning of the algebraic language. The study also found that the word order matching strategy has some explanatory power for the reversal error in both contexts. However, the static comparison strategy offers explanatory power only in the Spanish context, suggesting that there may be a difference in curriculum and instructional approaches in the middle and secondary years of schooling, which is when equations are taught.","PeriodicalId":43521,"journal":{"name":"Pythagoras","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46122748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-09DOI: 10.4102/pythagoras.v42i1.599
Pamela Vale, Mellony Graven
The coronavirus disease 2019 (COVID-19) pandemic and the resulting school closures in South Africa necessitated a major shift in how to support learners’ ongoing mathematics learning. For 10 weeks learners were strictly confined to their homes with restrictions that prohibited seeing any person outside of their household. The only means to access learners and parents in their homes was to reimagine our South African Numeracy Chair Project work and transform it from predominantly face-to-face interventions to digital modalities. As a result, we initiated a project of digital resource development and distribution, particularly focused on our local community in the Eastern Cape. Twenty-two existing resources and 36 purpose-designed resources were shared via Facebook. Through in-depth post hoc reflection of the rapid digitalisation of our materials and ways of working we address these questions: (1) In relation to learners’ new ‘ecology of learning’ during lockdown what digital access modality and platforms were most fit-for-purpose in sharing mathematics learning resources? (2) What principles informed resource design and adaptation for digital distribution and use? (3) What dilemmas were confronted in making decisions about resource design and distribution?. These questions are answered through a document review and post hoc reflections on the noted dilemmas. We share some feedback received and discuss implications of our work and the dilemmas confronted for the provision of quality digital resources for supporting mathematics learning in historically disadvantaged and under-resourced communities in a post pandemic world.
{"title":"Reflecting on dilemmas in digital resource design as a response to COVID-19 for learners in under-resourced contexts","authors":"Pamela Vale, Mellony Graven","doi":"10.4102/pythagoras.v42i1.599","DOIUrl":"https://doi.org/10.4102/pythagoras.v42i1.599","url":null,"abstract":"The coronavirus disease 2019 (COVID-19) pandemic and the resulting school closures in South Africa necessitated a major shift in how to support learners’ ongoing mathematics learning. For 10 weeks learners were strictly confined to their homes with restrictions that prohibited seeing any person outside of their household. The only means to access learners and parents in their homes was to reimagine our South African Numeracy Chair Project work and transform it from predominantly face-to-face interventions to digital modalities. As a result, we initiated a project of digital resource development and distribution, particularly focused on our local community in the Eastern Cape. Twenty-two existing resources and 36 purpose-designed resources were shared via Facebook. Through in-depth post hoc reflection of the rapid digitalisation of our materials and ways of working we address these questions: (1) In relation to learners’ new ‘ecology of learning’ during lockdown what digital access modality and platforms were most fit-for-purpose in sharing mathematics learning resources? (2) What principles informed resource design and adaptation for digital distribution and use? (3) What dilemmas were confronted in making decisions about resource design and distribution?. These questions are answered through a document review and post hoc reflections on the noted dilemmas. We share some feedback received and discuss implications of our work and the dilemmas confronted for the provision of quality digital resources for supporting mathematics learning in historically disadvantaged and under-resourced communities in a post pandemic world.","PeriodicalId":43521,"journal":{"name":"Pythagoras","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49121914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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