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Conference Proceedings (DAES)

 

Recent Submissions

  • Teacher education in Africa 
    Kasanda, Choshi D. (University of Namibia, 2004)
    In the majority of African countries on attainment of political independence after decades of colonialism found themselves with few (if any) adequately educated and prepared persons to carry on the task of developing ...
  • The use of constructivism in teaching Mathematics for understanding 
    Amoonga, Tobias; Kasanda, Choshi D. (University of Namibia, 2009)
    Like many other post-independent African countries, Namibia went through many changes after independence, politically, socially and educationally to determine its own destiny. The Ministry of Education and Culture ...
  • Use of Nonstandardised Measurements To Enhance Student Learning of Units 
    !Gaoseb, Noah; Kasanda, Choshi D. (University of Namibia, 2007)
    Measurement is described in the directives of the National Council of Teachers of Mathematics (NCTM, 1989: 51) as "of central importance to the curriculum because of its power to help children see that mathematics is ...
  • The role of practical work in science teaching in Namibia 
    Kapenda, Hileni M.; Kandjeo-Marenga, Hedwig U.; !Gaoseb, Noah; Kasanda, Choshi D. (SAARMSTE, 2001)
    This paper presents a study into science practical work conducted in Namibian classrooms. Lesson plans, task sheets and student work are used to identify the intended learning outcomes. In addition, aspects of task design ...
  • The need for research in Mathematics education in Namibia 
    Kapenda, Hileni M.; Kasanda, Choshi D. (University of Namibia, 2008)
    A number of definitions of the term 'research' abound. Hitchcock & Hughes, (1995, p.S) define research to 'systematic inquiry'. This inquiry is characterized by sets of principles, guidelines for procedures and is subject ...
  • Learner-Centred Approaches In Math Classes In Khomas Region 
    Kapenda, Hileni M. (SAARMSTE, 2007)
    This paper reports on learner-centred approaches used by three mathematics teachers in Khomas region in Namibia. Although learner-centred teaching is the officially adopted and promoted mode of transacting the curriculum ...
  • Proceedings of the 1Oth annual conference of the Southern African Association for Research in Mathematics, Science and Technology Education 
    Lubben, Fred; Campbell, Bob; Kasanda, Choshi D.; Kapenda, Hileni M.; Kandjeo-Marenga, Utji (SAARMSTE, 2002)
    This paper surveys the ways Namibtan science teachers use prescnbed textbooks. Instances of textbook use are identified in 29 lessons through non-participant observation and verbatim records of class interactions. Using ...
  • Promoting regional collaboration in research in Mathematics, Science and Technology in education Southern Africa 
    Kapenda, Hileni M. (SAARMSTE, 2001)
    The Ministry of Basic Education and Culture in conjunction with the University of Namibia and the European Union introduced the Mathematics and Science Teacher Extension Programme (MASTEP) at the University of Namibia ...
  • Proceedings of the 14th Annual SAARMSTE Conference. University of Pretoria , 2006 
    !Gaoseb, Noah; Campbell, Bob; Kasanda, Choshi D.; Kapenda, Hileni M.; Lubben, Fred; Kandjeo-Marenga, Hedwig U. (University of Pretoria, 2006)
    The MASTEP professional development intervention programme set out to improve the teaching of science and mathemancs in senior secondary schools Namibia. This paper demonstrates that teachen who participated in MASTEP ...