| Students’ mathematical knowledge in a Bachelor of Education (Foundation or intermediate phase) programme K Fonseca, J Maseko, N Roberts Govender, R. & Jonquière, K.(2018) Proceedings of the 24th Annual National …, 2018 | 23 | 2018 |
| ‘Adapting’cultures for localisation of elearning: multicultural overcompensation or access to global learning pathways?, Part II E Henning, J Maseko, R Diseko, S Gravett EdMedia+ Innovate Learning, 5431-5437, 2004 | 11 | 2004 |
| FIRST YEAR STUDENTS IN THE FOUNDATION PHASE PROGRAMME’S CAPACITY TO WORK WITH FRACTIONS–WHAT DO THEY DISPLAY? J Maseko Towards Effective Teaching and Meaningful Learning in Mathematics, Science …, 2015 | 7 | 2015 |
| Towards validation of a rational number instrument: An application of Rasch measurement theory C Long, K Luneta, J Maseko Pythagoras 40 (1), 1-12, 2019 | 5 | 2019 |
| From measuring impact to informing course design: The second design trial of the Maths Intensive course N Roberts, J Maseko Journal of Education (University of KwaZulu-Natal), 93-114, 2022 | 3 | 2022 |
| The language of instruction in mathematics teacher education for the early grades TT Shuukwanyama, C Long, A David Nkosi, J Maseko South African Journal of Childhood Education 12 (1), 1108, 2022 | 2 | 2022 |
| Exploring the most common misconceptions and the associated errors that student teachers at foundation phase display when studying fractions for teaching JS Maseko PQDT-Global, 2019 | 1 | 2019 |
| APPLYING THE RASCH MODEL TO VALIDATE A TEST INSTRUMENT OF STUDENTS’RATIONAL NUMBER COGNITION J Maseko 9th Annual UNISA ISTE CONFERENCE ON MATHEMATICS, SCIENCE AND TECHNOLOGY …, 2018 | 1 | 2018 |
| Intra-School Professional Development Training Model In Ict Integration In Teaching: Reflections Of A Teacher HNP Dimba, JS Maseko Multicultural Education 10 (11), 52-62, 2024 | | 2024 |
| Error analysis in fraction addition and subtraction using structured observed learning outcomes A Dube, JS Maseko African Journal of Teacher Education and Development 3 (1), 53, 2024 | | 2024 |
| DISRUPTED BY COVID-19 LOCKDOWNS AND ATTENDANCE: WHAT PRIOR KNOWLEDGE DO GRADE 8 LEARNERS BRING TO CLASS ON ADDITION AND SUBTRACTION OF FRACTIONS J Maseko 28th Annual National Congress of the Association for Mathematics Education …, 2023 | | 2023 |
| Novice Teachers’ Use of the Mother Tongue in Mathematics Junior Primary Multilingual Classrooms in Northern Namibia TT Shuukwanyama, C Long, JS Maseko Multilingualism in Mathematics Education in Africa, 73-92, 2023 | | 2023 |
| Addressing issues of food insecurity in a service-learning gardening project N Petersen, J Maseko, K Nthimbane, S Cancelliere Embedding Social Justice in Teacher Education and Development in Africa, 93-114, 2021 | | 2021 |
| Challenges Faced by Newly Graduated Teachers in Using Mother Tongue to Teach Mathematics in the Oshana Region of Northern Namibia TT Shuukwanyama PQDT-Global, 2021 | | 2021 |
| EXPLORING WORK ON EQUIVALENCE TO COMPARE AND SEQUENCING VARIED FORMS OF FRACTIONS JS Maseko ISTE CONFERENCE ON MATHEMATICS, SCIENCE AND TECHNOLOGY EDUCATIONAt: Mopani …, 2016 | | 2016 |
| Factorisation of Quadratics Using a Web-Based Spreadsheet for Grade 10 Mathematics Learners JS Maseko PQDT-Global, 2002 | | 2002 |
Nicky RobertsExtraordinary Associate Professor, University of StellenboschZweryfikowany adres z kelello.org
