bluuebunny/crossref_metadata_2025 huggingface dataset:
Tick infestation, and udder and teat damage in selected cattle herds of Matabeleland South, Zimbabwe
Authors: Ndhlovu D.N. , Makaya P.V. , Penzhorn B.L.
Published: August 2012

A cross-sectional survey was conducted to determine tick infestation, and udder and teat damage in 286 lactating cows and heifers at six properties in the smallholder and commercial sectors in Gwanda district of Matabeleland South Province, Zimbabwe. Eight tick species were identified: Amblyomma hebraeum, Hyalomma truncatum, Hyalomma marginatum rufipes, Rhipicephalus evertsi evertsi, Rhipicephalus (Boophilus) decoloratus, Rhipicephalus appendiculatus, Rhipicephalus zambeziensis and Rhipicephalus simus. Overall, 81.5 % of the cattle were tick infested; prevalence of tick-infested cattle was significantly higher on communal land (93.8 %) and recently claimed land (85.1 %) than on commercial farms. The mean tick load on infested cattle on communal land was significantly higher than in the other two sectors. Although 53 % of the sampled cattle had some degree of udder and teat damage, very few farmers (2.6 %) treated their cattle for these conditions. Udder damage was ca. two times and three times, respectively, more likely to occur in cattle on communal land compared to cattle on recently claimed land and commercial farms. The occurrence of R. appendiculatus and R. zambeziensis indicate that the cattle population in the study area is at high risk of a theileriosis outbreak, a tick-borne disease that has not been reported from this area.
Evaluation of a rapid immunodiagnostic test kit for detection of African lyssaviruses from brain material
Authors: Markotter W. , York D. , Sabeta C.T. , Shumba W. , Zulu G. , Le Roux K. , Nel L.H.
Published: August 2012

Rapid immunodiagnostic test kit was evaluated against a selection of isolates of lyssavirus genotypes occurring in Africa. The test was carried out in parallel comparison with the fluorescent antibody test (FAT) and isolates representing previously established phylogenetic groups from each genotype were included. The specificity of the rapid immunodiagnostic test compared favourably with the FAT and was found to detect all representatives of genotypes 1, 2, 3 and 4 in brain samples of either field cases or suckling mouse brain inoculates.
Detection of natural Trypanosoma vivax infections in pigs with microhaematocrit centrifugation and amplification of ITS1 rDNA
Authors: Biryomumaisho S. , Melville S.E. , Katunguka-Rwakishaya E. , Lubega G.W.
Published: August 2012

Different species of trypanosomes may infect their mammalian hosts both singly or in combination. This study was undertaken to determine the trypanosome species that may be afflicting pigs in Uganda. Blood was collected from pigs of all ages and sexes from two districts, Kasese in Western and Jinja in Central Uganda. Of the 133 pig blood samples from Kasese that were tested for trypanosomes using the microhaematocrit centrifugation technique (MHCT), none was found to be infected. However, of the 253 pigs from Jinja district, nine were infected with trypanosomes of which three had T. vivax as determined by MHCT. However, application of the ITS1 rDNA PCR test revealed that eight pigs had T. vivax in mixed infections and one pig had T. vivax monolithic infection. These observations show that under certain circumstances, pigs may be important reservoirs for, as well as hosts to, T. vivax, contrary to earlier reports.
Study on the efficacy and safety of different antigens and oil formulations of infectious coryza vaccines containing an NAD-independent strain of Avibacterium paragallinarum
Authors: Dungu B. , Brett B. , MacDonald R. , Deville S. , Dupuis L. , Theron J. , Bragg R.R.
Published: August 2012

The present study was designed to assess and compare three different formulations of the new Onderstepoort infectious coryza (IC) quadrivalent vaccine, which contain an NAD-independent strain of Avibacterium paragallinarum (previously known as Haemophilus paragallinarum), and a commercial IC vaccine, not containing an NAD-independent strain, for their safety and ability to protect chickens of varying ages against virulent challenges with four different serovars of A. paragallinarum, including the NAD-independent strain of the C-3 serovar. Four groups of 140 chickens each were vaccinated at the age of 17 weeks and revaccinated at the age of 19 weeks with each of the four vaccine formulations. A similar sized group of non-vaccinated chickens was used as control. Two rounds of challenge were conducted: a group of chicken in each vaccination group was challenged between 31 and 35 weeks of age, while another group was challenged between 51 and 55 weeks of age. The ''in-contact'' challenge model was used in this experiment. For each vaccination group, the four challenge strains representing four local serovars were used in each challenge round. The efficacy of the vaccines was compared based on overall protection levels obtained and the duration of protection. The safety of the different vaccines was determined by the severity of post-vaccination reactions. The need for the incorporation of the NAD-independent strain in the vaccine was evidenced by the low protection level against NAD-independent challenge recorded in the group of birds vaccinated with the commercial vaccine. The results obtained confirmed not only the variation in virulence of different South African serovars, with serovar C-3 being the most virulent and serovar B having almost no virulence but also the age related increase in susceptibility. The importance of a suitable formulation of the vaccine is discussed.
Blood platelet counts, morphology and morphometry in lions, Panthera leo
Authors: Du Plessis L.
Published: August 2012

Due to logistical problems in obtaining sufficient blood samples from apparently healthy animals in the wild in order to establish normal haematological reference values, only limited information regarding the blood platelet count and morphology of free-living lions (Panthera leo) is available. This study provides information on platelet counts and describes their morphology with particular reference to size in two normal, healthy and free-ranging lion populations. Blood samples were collected from a total of 16 lions. Platelet counts, determined manually, ranged between 218 and 358 x 109/ℓ. Light microscopy showed mostly activated platelets of various sizes with prominent granules. At the ultrastructural level the platelets revealed typical mammalian platelet morphology. However, morphometricanalysis revealed a significant difference (P < 0.001) in platelet size between the two groups of animals. Basic haematological information obtained in this study may be helpful in future comparative studies between animals of the same species as well as in other felids.
Prevalence of bovine cysticercosis and hydatidosis in Jimma municipal abattoir, South West Ethiopia
Authors: Tolosa T. , Tigre W. , Teka G. , Dorny P.
Published: August 2012

A cross-sectional study to determine the prevalence of bovine cysticercosis and hydatidosis was conducted from October 2007 to March 2008 in cattle slaughtered at the Jimma municipal abattoir. Cyst distribution and viability of bovine cysticercosis and hydatidosis were also determined. A total of 512 carcasses were inspected of which 15 (2.93 %) and 161 (31.44 %) were infected with Taenia saginata metacestodes and hydatid cysts, respectively. From a total of 109 cysticerci collected from infected carcasses, 47 (43.12 %) were viable. The anatomical distribution of the cysticerci was, shoulder muscle (39.5 %), heart (33.9 %), neck muscle (13.8 %), tongue (10.1 %), masseter muscles (1.8 %) and diaphragm (0.9 %). Of the 1171 hydatid cysts collected 223 (19.0 %) were fertile, 505 (43.1 %) sterile, 49 (29.8 %) calcified and 94 (8.0 %) contained pus. A greater proportion of fertile cysts were found in the lungs than in other organs. It was concluded that these zoonotic cestodes deserve due attention to safeguard public health, and that further studies are needed on genotyping, epidemiology and public health importance of Echinococcus granulosus in the study area.
Morphology of the tongue of the emu (Dromaius novaehollandiae). I. Gross anatomical features and topography
Authors: Crole M.R. , Soley J.T.
Published: August 2012

Despite numerous papers addressing the topic, the gross morphology of the ratite tongue and more specifically that of the emu, has been superficially or poorly described. This paper presents the first definitive macroscopic description of the emu tongue and reviews, consolidates and compares the scattered information on the gross morphology of the ratite tongue available in the literature. Twenty-three heads obtained from birds at slaughter were used for this study. Specimens were fixed in 10 % neutral buffered formalin, rinsed and the gross anatomy described. The emu tongue is divided into a body and a root. The body is triangular, dorsoventrally flattened, pigmented and displays caudally directed lingual papillae on both the lateral and caudal margins. The root, a more conspicuous structure in comparison to other ratites, is triangular, with a raised bulbous component folding over the rostral part of the laryngeal fissure. Following the general trend in ratites, the emu tongue is greatly reduced in comparison to the bill length and is specifically adapted for swallowing during the cranioinertial method of feeding employed by palaeognaths. This study revealed that it is not only the shape of the tongue that differs between ratites, as previously reported, but also its colour, appearance of its margins and root, and its length in comparison to the bill, and the shape of the paraglossum.
Morphology of the tongue of the emu (Dromaius novaehollandiae). II. Histological features
Authors: Crole M.R. , Soley J.T.
Published: August 2012

Although a number of brief, fragmented descriptions have been provided on the gross morphology of the ratite tongue, very few studies have documented the histological structure of this organ. This paper presents the first definitive histological description of the emu tongue and reviews, consolidates and compares the scattered information on the histology of the ratite tongue available in the literature. Five tongues were removed from heads obtained from birds at slaughter and fixed in 10 % neutral buffered formalin. Appropriate longitudinal and transverse segments were removed, routinely processed for light microscopy, and sections examined after staining with H & E and PAS. The entire tongue (body and root) is invested by a non-keratinized stratified squamous epithelium. The supporting connective tissue of the tongue dorsum displays only large, simple branched tubular mucussecreting glands, whereas the caudal tongue body ventrum and tongue root, in addition to these glands, also exhibits small, simple tubular mucus-secreting glands. Herbst corpuscles are associated with the large, simple branched glands. Lymphoid tissue is restricted to the tongue ventrum and is particularly obvious at the junction of the ventral tongue body and frenulum where a large aggregation of diffuse lymphoid tissue, with nodular tissue proximally, was consistently observed. A structure resembling a taste bud was located in the epithelium on the caudal extremity of the tongue root of one bird. This is the first reported observation of taste buds in ratites. Forming the core of the tongue body is the cartilaginous paraglossum lying dorsal to the partially ossified rostral projection of the basihyale. The histological features of the emu tongue are generally similar to those described for the greater rhea and ostrich, except that taste buds were not identified in these species. The results would suggest that the emu tongue functions as a sensory organ, both for taste and touch (by virtue of taste receptors and Herbst corpuscles, respectively), as well as fulfilling an immunological function.
Cryptosporidium infection in non-human hosts in Malawi
Authors: Banda Z. , Nichols Rosely A.B. , Grimason A.M. , Smith H.V.
Published: August 2012

Of 1 346 faecal samples from the Chikwawa and Thyolo districts of Malawi, analysed for the presence of Cryptosporidium oocysts between October 2001 and May 2003, 61.3 % were from cattle (29.8 % of these were from calves < 6 months old). Cryptosporidium oocysts were detected during all three seasons studied in Chikwawa and Thyolo. In Chikwawa, 13.6 % of adult cattle and 11.7 % of calves were infected, compared to 28.9 % of adult cattle and 36.7 % of calves in Thyolo. Dependent on season, between 7.8 % and 37.7 % (Chikwawa) and 16.7 % and 39.3 % (Thyolo) of cattle samples contained oocysts. In Chikwawa, the highest percentage of infections occurred in the cool season, whereas in Thyolo, the highest percentage of infections occurred in the dry season. Faecal samples from goats [n = 225], pigs [n = 92], sheep [n = 6]), rabbits, guinea pigs, chickens, ducks, turkeys, doves and guinea fowls were also analysed. Up to 5.6 % of goat samples contained oocysts in Chikwawa, compared to between 16.7 % and 39.3 % in Thyolo. Again, in Chikwawa, the highest percentage of infections occurred in the cool season and the lowest in the rainy season, whereas, in Thyolo, the highest percentage of infections occurred in the dry season and the lowest in the cool season. In pigs, more infections were detected in the dry season in Chikwawa, but infections in the cool season were similar (17.7 %), whereas in Thyolo, infections occurred in all three seasons (17.9 % in the rainy season, 25 % in the cool season and 60 % in the dry season). Often diarrhoeic, oocyst positive cattle faecal samples collected from Chikwawa and subjected to PCR-RFLP, four oocyst positive samples (two from heifers, one from a cow and one unknown) were amplified at an 18S rRNA and Cryptosporidium oocyst wall protein (COWP) loci. RFLP of the 18S rRNA locus indicated that Cryptosporidium parvum, Cryptosporidium hominis, Cryptosporidium bovis and / or Cryptosporidium ryanae DNA, or a mixture of them was present. Cryptosporidium parvum DNA was identified in one sample that amplified at the COWP locus, indicating the presence of the major zoonotic Cryptosporidium species in Malawi.
Comparative histopathology of the lymph nodes, spleen, liver and kidney in experimental ovine trypanosomosis
Authors: Omotainse S.O. , Anosa V.O.
Published: August 2012

The infection of Yankassa rams with three important trypanosome species affecting livestock, namely, Trypanosoma congolense, T. vivax and T. brucei produced both acute and chronic fatal conditions. Chronic infections were induced in the three infections by the application of subcurative doses of diaminazene aceturate (Berenil®). Pathological changes in the infected animals included splenomegaly and hepatomegaly which were more pronounced in acute than in chronic T. congolense infection. However, these changes were more severe in chronic than in acute T. vivax infection. While splenomegaly was more pronounced in chronic T. brucei infection than in acute, hepatomegaly and lymphadenopathy were more severe in acute than in the chronic condition. The increases in size of the spleen, lymph nodes and liver were associated with congestion, increases in cell density related to increased immunological reactions in the spleen and lymph nodes as well as increase in numbers, size and activity of the phagocytic cells in these organs.
Molecular monitoring of African swine fever virus using surveys targeted at adult Ornithodoros ticks : a re-evaluation of Mkuze Game Reserve, South Africa
Authors: Arnot L.F. , Du Toit J.T. , Bastos A.D.S.
Published: August 2012

The Mkuze Game Reserve (MGR), in north-eastern KwaZulu-Natal Province, South Africa is an African swine fever virus (ASF) controlled area. In a survey conducted in 1978, ASF prevalence in warthogs and Ornithodoros ticks in MGR was determined to be 2 % and 0.06 %, respectively. These values, acknowledged as being unusually low compared to other East and southern African ASF-positive sylvatic-cycle host populations, have not been assessed since. The availability of a sensitive PCR-based virus detection method, developed specifically for the sylvatic tampan host, prompted a re-evaluation of ASF virus (ASFV) prevalence in MGR ticks. Of the 98 warthog burrows inspected for Ornithodoros presence, 59 (60.2 %) were found to contain tampans and tick sampling was significantly male-biased. Whilst gender sampling-bias is not unusual, the 27 % increase in infestation rate of warthog burrows since the 1978 survey is noteworthy as it anticipates a concomitant increase in ASFV prevalence, particularly in light of the high proportion (75 %) of adult ticks sampled. However, despite DNA integrity being confirmed by internal control amplification of the host 16S gene, PCR screening failed to detect ASFV. These results suggest that ASFV has either disappeared from MGR or if present, is localized, occurring at exceptionally low levels. Further extensive surveys are required to establish the ASFV status of sylvatic hosts in this controlled area.
Traditional remedies used for the treatment of cattle wounds and myiasis in Amatola Basin, Eastern Cape Province, South Africa
Authors: Soyelu O.T. , Masika P.J.
Published: August 2012

A questionnaire survey was carried out to document traditional remedies used in the treatment of cattle wounds and myiasis in Amatola Basin. Eighty-three cattle farmers from nine villages were interviewed. The majority of respondents (67.9 %) use traditional remedies for treatment of these conditions. However, 25.9 % of them use a combination of traditional remedies with conventional medicines. The survey revealed that 13 medicinal plants belonging to 11 families were used. Aloe ferox, Prunus persica and Phytolacca heptandra were, however, the most commonly used. Leaves are the most frequently used plant part, often prepared as an infusion. Other non-plant remedies used include disinfectants, antiseptics as well as diesel and petrol. Manual removal of maggots from wounds was also practise and treatment is usually continued until the wound heals.
The pathology of tuberculosis caused by Mycobacterium tuberculosis in a herd of semi-free-ranging springbok (Antidorcas marsupialis)
Authors: Gouws T.A. , Williams M.C.
Published: August 2012

The first detailed description of the pathology of tuberculosis, caused by Mycobacterium tuberculosis, in springbok is reported. The springbok were part of a semi-free-ranging herd kept on the grounds of iThemba Laboratory for Accelerator Based Science (LABS) in the Kuils River district of the Western Cape Province, South Africa. Mycobacterium tuberculosis was isolated from three animals out of a total of 33 sampled, with two animals showing tuberculosis lesions. The index case was an adult ewe that showed advanced miliary tuberculosis with marked macroscopic and microscopic lesions in the lungs, pleura and respiratory lymph nodes, and numerous acid-fast bacilli. Six healthy rams were sampled nine months later and a pilot study indicated miliary tuberculosis lesions in one ram, which again were macroscopically most prominent in the lungs, pleura and respiratory lymph nodes. Macroscopic lesions were also noted in the sternal, iliac, prefemoral and retropharyngeal lymph nodes. Microscopy in this animal revealed lesions in the macroscopically affected organs as well as numerous other lymph nodes, and suspected lesions occurred in the testicle and colon. Acid-fast bacilli were scarce to moderate in affected organs. Because of the miliary nature of the lesions in both affected animals, the route of infection could not be established conclusively. The lesions in most affected organs of both animals resembled classical tuberculous granulomas. A main study conducted on healthy animals 19 months after the pilot study failed to find any animal with tuberculosis lesions in the group of 25 sampled, and all were negative for mycobacteria via mycobacterial culture.
Meaningful contexts or dead mock reality: Which form will the everyday take?
Authors: Sethole Godfrey
Published: August 2012

This paper describes the experiences of two teachers, Bulelwa and Kevin, who attempt to take on board the notion of incorporating the everyday into the mathematics, as the new South African Curriculum requires.  Both of them, though in different ways,  attempt to accommodate the two discourses, namely mathematics and the everyday. Because of their own different experiences and the different values they place on the everyday in mathematics, they handle the incorporation of the everyday quite differently. The paper argues that the practical experiences of these teachers provide insight into some of the practical challenges teachers have to negotiate in order to provide legitimacy for the everyday in mathematics.
The development of the common fraction concept in Grade Three learners
Authors: Fraser Claire , Murray Hanlie , Hayward Brenda , Erwin Pat
Published: August 2012

This paper reports on a study undertaken on the development of the common fraction concept in Grade Three learners. According to the principles of a problem-centred approach to teaching and learning, learners were encouraged to discuss, reflect on and make sense of the mathematics they were doing while solving problems set in real-life contexts as vehicles for learning. The results indicate that learners are able to develop a stable common fraction concept and a deeper understanding of the concept.
A dynamic approach to quadrilateral definitions
Authors: Govender Rajendran , De Villiers Michael
Published: August 2012

This study examined 18 prospective secondary mathematics teachers' understanding of the nature of definitions, and their use of the dynamic geometry software Sketchpad to improve not only their understanding of definitions but also their ability to define geometric concepts themselves. Results indicated that the evaluation of definitions by accurate construction and measurement enabled students to achieve a better understanding of necessary and sufficient conditions, as well as the ability to more readily find counter-examples, and to recognise and improve on uneconomical definitions.
Implementing the National Council of Teachers of Mathematics Standards: A slow process
Authors: Furner Joseph M.
Published: August 2012

The purpose of this study was to look at inservice teachers’ pedagogical beliefs about the National Council of Teachers of Mathematics Standards (1989 & 2000).  The Standards’ Belief Instrument (Zollman and Mason, 1992) was administered on teachers.  An ANOVA was used to look for a significant difference between teachers with five years or less experience of teaching mathematics, and those with more than five years teaching experience. One expectation was  that teachers who are recent graduates of teacher education programmes may have more training  on the NCTM Standards. Although there were no statistically significant differences between the two groups, this study did support the expectation. Current training with in-service teachers shows that many of the teachers are familiar with neither the National Council of Teachers of Mathematics nor their Standards.  It seems then from this study that the implementation process of the NCTM Standards, and  perhaps any standards or best practices and new curriculum implementation, is very sluggish.
Perturbating the assessment of individuals and groups: Listening for challenges to mathematics teacher educators
Authors: Breen Chris
Published: August 2012

In this article I begin by focusing on different ways in which the term assessment can be understood and practised.  Having done this, I turn my gaze onto one particular teacher education situation and explore student teacher assessment as they are prepared for a career in teaching. In describing some of the particular ways in which I try to heighten the awareness of this particular group of student teachers regarding assessment and evaluation, I reflect on the experience and pose questions for teacher educators in general to consider about their own practice.
Understanding student understanding in mathematics
Authors: Mwakapenda Willy
Published: August 2012

Understanding is one of the most important traits associated with the attainment of educational goals. However, Nickerson (1985) observes that although the concept of understanding is a fundamental one for education, “what it means to understand is a disarmingly simple question to ask but one that is likely to be anything but simple to answer” (p. 215). A significant concern in school mathematics is learner understanding of mathematical concepts.
Ten years of democracy: Translating policy into practice in mathematics and science education
Authors: Masehela Kgabo
Published: August 2012

This paper provides a 10-year (1994 – 2004) review of the state of mathematics and physical science education (SME) in South Africa with respect to participation and performance, and its relationship with policy implementation.
The theory of Realistic Mathematics Education as a theoretical framework for teaching low attainers in mathematics
Authors: Barnes Hayley
Published: August 2012

This article recounts the process embarked on and reasons for selecting the theory of Realistic Mathematics Education (RME) as the theoretical framework in a study carried out with low attaining learners. In the study an intervention for low attaining grade 8 mathematics learners was implemented in an attempt to improve the understanding of the participants with regard to place value, fractions and decimals, and to identify characteristics of this type of intervention and potential design principles that could be applied in similar interventions. In this article, the theoretical framework for the intervention is discussed and theoretical (rather than empirical) reasons for selecting the theory of Realistic Mathematics Education (RME) for use with low attainers are put forward. From a literature review that looked at the teaching and learning of mathematics to learners who fall into the category of performing below the required standard, five common aspects emerged. Once these aspects had been identified, a theory in mathematics education was sought that encompassed these five aspects. The theory of RME was subsequently selected as the theoretical framework to drive the design and implementation of the intervention and is being suggested as a possible way forward for working with low attaining learners.
The role of technology in fostering creativity in the teaching and learning of mathematics
Authors: Yushau Balarabe , Mji Andile , Wessels Dirk C. J.
Published: August 2012

The paper looks at interrelationships between creativity and technology in the teaching and learning of mathematics. It suggests that a proper use of various technologies especially computers in the teaching and learning of mathematics has the potential of helping learners to develop their creativity. The technologies can provide an atmosphere under which mathematical skills can be extended beyond the ability to calculate or reproduce problems and enable learners to investigate, analyse and interpret problems at hand. Furthermore, with computers learners can use an experimental approach to deal with mathematical problems, which can lead to conjecture, pattern finding, examples and counter examples. In fact, if used effectively, computational aids can help in improving learners’ intellectual ability and hence mathematical achievement while fostering the requisite creativity not found in the traditional approach.
A generalisation of the nine-point circle and Euler line
Authors: De Villiers Michael
Published: August 2012

To most people, including some mathematics teachers, geometry is synonymous with ancient Greek geometry, especially as epitomised in Euclid's Elements of 300 BC. Sadly, many are not even aware of the significant extensions and investigations of Apollonius, Ptolemy, Pappus, and many others until about 320 AD. Even more people are completely unaware of the major developments that took place in synthetic Euclidean plane geometry from about 1750-1940, and more recently again from about 1990 onwards (stimulated in no small way by the current availability of dynamic geometry software).
Learning material in compliance with the Revised National Curriculum Statement: A dilemma
Authors: Van Etten Bertus , Smit Kosie
Published: August 2012

This paper reports on the challenges confronting a developer of mathematics learning material according to the Revised National Curriculum Statement of South Africa. The material development is based on the approach to learning embodied in Realistic Mathematics Education in the Netherlands. It is a real challenge to realise the learning outcomes and assessment standards in the South African curriculum and simultaneously to explore learners’ informal strategies to come up with their ‘own’ solutions to practical problems and thus to experience mathematics as real, relevant and enjoyable.
Official pedagogic identities from South African policy – some implications for mathematics teacher education practice
Authors: Parker Diane
Published: August 2012

In South Africa the National Curriculum Statement for Grades 10 – 12 (General): Mathematics (DoE, 2003) together with the Norms and Standards for Educators (DoE, 2000a) are key policy documents that provide the official basis for mathematics education reform and for the construction of new pedagogic identities. In this paper I use a framework based on the work of Bernstein (1996, 2000) to theorise the construction of pedagogic identities. I use this to build on Graven’s (2002) description of the new official pedagogic identity of the South African mathematics teacher, and on Adler et al. (2002) and others to raise questions related to teacher knowledge and the challenges  of developing specialist mathematics teacher identities through initial teacher education programmes.
A generalisation of the Spieker circle and Nagel line
Authors: De Villiers Michael
Published: August 2012

Many a famous mathematician and scientist have described how their first encounter with Euclidean geometry was the defining moment in their future careers. Some of the most well known are probably Isac Newton and Albert Einstein. Often these encounters in early adolescence have been poetically described as passionate love affairs.
Mathematical Literacy: Myths, further inclusions and exclusions
Authors: Julie Cyril
Published: August 2012

Mathematical Literacy as a new subject in the final three years (grades 10 to 12) of schooling in South Africa is discussed. The discussion is driven by debates and deliberations around the introduction of Mathematical Literacy as they emerged in the public domain and constructs emanating from a diverse field of literature related to both mathematics and  mathematical literacy. In particular the National Curriculum Statement Grades 10 to 12: Mathematical Literacy is held in focus and somewhat mirrored against Critical Mathematical Literacy. It is concluded that there should be guarding against Mathematical Literacy degenerating  into a 21st century form of arithmetic.
Mathematical Literacy: A new literacy or a new mathematics?
Authors: Vithal Renuka , Bishop Alan J.
Published: August 2012

Mathematical Literacy is a ‘hot’ topic at present in most countries, whether it is referred to by that name, or in some cases as Numeracy, or Quantitative Literacy, or Matheracy, or as some part of Ethnomathematics, or related to Mathematics in Society. Questions continue to be asked about what is meant by mathematics in any concept of Mathematical Literacy and the use of the very word ‘Literacy’ in its association with Mathematics has been challenged. Its importance, however, lies in changing our perspective on mathematics teaching, away from the elitism so often associated with much mathematics education, and towards a more equitable, accessible and genuinely educational ideal.
Mathematical Literacy in South Africa and Functional Mathematics in England: A consideration of overlaps and contrasts
Authors: Venkatakrishnan Hamsa , Graven Mellony
Published: August 2012

The call for students with a flexible range of quantitative skills that can be applied in a diverse range of contexts has gained considerable ground internationally over the last decade or so (Kilpatrick et al., 2001; Steen et al., 1990).
Developing Mathematical Literacy through project work: A teacher/teaching perspective
Authors: Vithal Renuka
Published: August 2012

The implementation of the new Mathematical Literacy curriculum in South Africa is assuming several different conceptions of mathematics and therefore also being realised through a range of different pedagogies. In this paper I begin from a particular privileging of a critical perspective in mathematics education, which I argue is one (among others) of the forces shaping the new South African curriculum reforms, particularly the Mathematical Literacy curriculum. If so, then the case for a specific pedagogy, that of project work, can be shown to support the development of a mathematical literacy from a critical perspective. In this paper a particular set of conceptual tools, principles and practices associated with project work, as developed in the Scandanavian context but researched in South Africa, are elaborated from the perspective of teachers/teaching of mathematical literacy.
Teacher education for Mathematical Literacy: A modelling approach
Authors: Brown Bruce , Schäfer Marc
Published: August 2012

The introduction of Mathematical Literacy into the Further Education and Training (FET) curriculum in South Africa has brought with it formidable challenges to teacher education in this field.  This paper attempts to unravel some pertinent issues arising in the training of Mathematical Literacy teachers, using an approach based on mathematical modelling. It does this by discussing the design and implementation of an ACE(ML), an Advanced Certificate in Education, specialising in Mathematical Literacy teaching.
Focus on the statistical education of prospective engineers in South Africa
Authors: Zewotir Temesgen , North Delia
Published: August 2012

The paper deals with the teaching of statistics to engineering students at tertiary level in South Africa. A number of suggestions are made in order to improve  the statistical education  of engineering students, thus potentially enabling future  prospective engineers to optimise  the power of statistics in their profession.  Though the focus here is on suggesting ways to improve the statistical education of engineers at tertiary level, current changes in the school curriculum are eluded to, as this adds another dimension to early statistical education of future engineers.
An investigation into the mathematics performance of Grade 6 learners in South Africa
Authors: Kotzé Gary S. , Strauss Japie. P.
Published: August 2012

The aim of this article is to investigate mathematics performance of intermediate phase learners. The quality of learners’ scholastic achievement in mathematics are analysed based on the empirical evidence obtained from an international survey. The method of inquiry is based on an analysis of existing statistic-al data concerning present-oriented problems. The effects of particular variables on mathematics learn-ing are explored, such as male and female learners and those from less advantaged social backgrounds. Overall performance and competence levels are analysed. Although there are no outstanding contributing factors that influence mathematics achievement of  grade 6 learners in South Africa conclusions are drawn that may influence school system organisation and also the quality of mathematics teaching.
Description and impact of a distance mathematics course for Grade 10 to 12 teachers
Authors: Stols Gerrit , Olivier Alwyn , Grayson Diane
Published: August 2012

This paper explores the impact of a one-year in-service distance education  mathematics  course that follows a problem-solving approach. The course aims  to develop teachers’ mathematical thinking skills. Results show that  the course improved the teachers’ confidence, problem-solving skills and teaching skills. Results also show that the course on mathematical thinking skills helps to improve teachers’ understanding of mathematics content.
The experience of cross-cultural peer teaching for a group of mathematics learners
Authors: Fox Tracey D , Vos Natasha B , Geldenhuys Johanna L
Published: August 2012

Despite the post-1994 government’s efforts to put the necessary legislation in place and to work hard to reform the  education system in South Africa and improve standards, inequalities still  exist in many schools. Instead of focusing on the barriers to learning in schools, this paper, within the framework of the asset-based approach, describes the experiences of  learners involved in a cross-cultural peer teaching initiative between a privileged private  school and a township school in Port Elizabeth. The aim of the project was to explore the possible advantages of cross-cultural peer tutoring of certain sections of the new Mathematics curriculum  for both the tutors and tutees, especially to see whether the township learners’ understanding  of the learning content could be improved. Both quantitative and qualitative research methods were used to collect the data. The results showed that the township learners’understanding of the mathematic topics dealt with during the peer teaching session was enhanced and that both groups gained from the cross-cultural peer teaching interaction.
Dialogue in mathematics classrooms: Beyond question-and- answer methods
Authors: Brodie Karin
Published: August 2012

This paper explores different kinds of interaction observed in South African mathematics classrooms in order to unpack the notion of participation in mathematics learning. It argues that conventional question-and-answer methods do not promote the kind of interaction that the new South African curriculum calls for. It presents more appropriate kinds of interactions, where teachers maintain high task demands, respond to genuine learner questions and support conversations among learners. The paper argues that combinations of different kinds of interaction are  most likely to support learner participation and mathematical thinking in classrooms.
Does Curriculum 2005 promote successful learning of elementary algebra?
Authors: Vermeulen Nelis
Published: August 2012

This article reviews literature, previous to the development of Curriculum 2005, describing possible causes and solutions for learners’ poor performance in algebra. It then analyses the Revised National Curriculum Statement for Mathematics in an attempt to determine whether it addresses these causes and suggested solutions. This analysis finds that the curriculum to a large extent does address them, but that some are either not addressed, or addressed only implicitly. Consequently, Curriculum 2005 may only partly promote successful learning of elementary algebra.
Depictions of females and males in Mozambican and Victorian (Australia) primary mathematics textbooks
Authors: Murimo Adelino Evaristo , Forgasz Helen
Published: August 2012

The depiction of females and males in Mozambican Primary Mathematics textbooks for grades 6 and 7 were examined, and comparisons made with Victorian  (Australia) textbooks for years 5 and 6. It was found that mathematics learning was portrayed as a  male domain in the Mozambican textbooks, reflecting what used to be the case with Australian texts of the 1970s, although there are some differences between the two countries that may be culturally based. The Victorian textbooks depicted mathematics learning as a domain for all children, and in the majority of categories examined, females and males were distributed fairly evenly. Compared to earlier reported findings, there was a general improvement in the portrayal of females in Victorian textbooks.
Policies for enhancing success or failure? A glimpse into the language policy dilemma of one bilingual African state
Authors: Dlamini Clement
Published: August 2012

This paper is an attempt to extend the debate on language policy development, which so far has been dominated by African linguists and language policy planners. Little attempt has been made in the mathematics education field to highlight the discriminatory nature of some language policies, be they national or institutional polices. Dominant societies have used language to discriminate against other minority groups in numerous societies all over the world. Most research studies on language as a linguistic capital have been conducted by members of the privileged groups and the recommendations that have accompanied such studies do not provide a practical solution as to how the ‘suppressed’ minorities could be ‘liberated’ and be able to participate in their societies in a meaningful way. While language policies have affected immigrants in most European countries, it is a different story in Africa. In Africa the people most affected by discriminatory policies are the indigenous population. The paper presents a case study of one country in Africa where the language policy has been a big obstacle to indigenous learners’ quest to gain access to tertiary education. The paper compares learners’ achievement in English language and mathematics. I argue in this paper that proficiency in English language does not necessarily mean success in mathematics.
Using language as a transparent resource in the teaching and learning of mathematics in a Grade 11 multilingual classroom
Authors: Setati Mamokgethi , Molefe Terence , Langa Mampho
Published: August 2012

In this paper, we draw on a study conducted in Grade 11 classrooms to explore how the learners’ home languages can be used for teaching and learning mathematics in multilingual classrooms in South Africa. This report is part of a wider study that is still in progress. Based on an analysis of data collected through lesson observations in a Grade 11 class and learner interviews we argue for the deliberate, proactive and strategic use of the learners’ home languages as a transparent resource in the teaching and learning of mathematics in multilingual classrooms. Such use of the languages will ensure that learners gain access to mathematical knowledge without losing access to English, which many parents, teachers and learners presently see as a necessary condition for gaining access to social goods such as higher education and employment.
Investigating a scaffold to code‐switching as strategy in multilingual classrooms
Authors: Vorster Hannatjie
Published: August 2012

There  is  an  urgent  need  to  find  strategies  to  assist multilingual  learners who  are  taught  by means of English as the language of teaching and learning (LoLT) in coping with subject matter, especially  as  learners  show  different  levels  of  English  proficiency. One  important  strategy  is code‐switching.  The  possibility  of  using  a  glossary,  notes  and  tests  given  in  English  and Setswana  as  scaffold  for  the  code‐switching,  was  investigated  in  a  qualitative  study.  An intervention  was  launched  in  a  region  where  the main  language  is  Setswana.  Two  schools participated in the study, one school in a rural area and the other in a township. The teaching of a geometry unit was undertaken  in which notes, a glossary and  tests  in English and Setswana were used to assist the learners. The teachers used a strategy of code‐switching. Interviews withthe  learners and  the  teachers  revealed  that  learners had a positive attitude  towards  the use of both  languages  in written work.  In contrast,  the  teachers had mixed  feelings, especially about the use of mathematical terminology in Setswana. Difficulties experienced and positive features regarding the use of new Setswana terminology are discussed.
Relationships between mathematics and literacy: Exploring some underlying factors
Authors: Bohlmann Carol , Pretorius Elizabeth
Published: August 2012

This paper focuses on Grade 7 learners in two township schools where the relationships between performance on language and reading tests in the home language and English were investigated in relation to examination performance in mathematics. In both schools reading ability rather than language proficiency in English emerged as a strong predictor of mathematics achievement. The schools serve as a case study for exploring some of the socio‐economic, teacher and classroom factors underlying differential school performance in mathematics. Because the new curriculum presupposes a highly literate environment, it is suggested that mathematics learning will be negatively affected if learners lack adequate reading skills. The findings suggest that quality schooling is a strong determinant of both reading and mathematical achievement. The new mathematics curriculum has the potential to make a difference only if schools improve learners’ literacy development.
The potential of teacher development with Geometer’s Sketchpad
Authors: Stols Gerrit , Mji Andile , Wessels Dirk
Published: August 2012

In this paper we document the advantages of utilising technology to enhance teachers’ instructional activities. In particular we showcase the potential and impact that the use of Geometer’s Sketchpad may have on the teaching and learning of geometry at school. A series of five, two-hour teacher development workshops  in which Geometer’s Sketchpad was used were attended by 12 Grade 11 and 12 teachers. The findings revealed that teachers had a better understanding of the same geometry that they initially disliked. This finding was supported by a quantitative analysis which showed a positive change in the understanding of and beliefs about geometry from when the teachers started to the end of the workshops.
Investigating the status of supplementary tuition in the teaching and learning of mathematics
Authors: Mogari David , Coetzee Hanlie , Maritz Riette
Published: August 2012

The study seeks to investigate the status of supplementary tuition in the teaching and learning of mathematics and mathematical literacy. The study followed a descriptive survey design involving the use of learner and teacher questionnaires. A convenient sample of mathematics and mathematical literacy teachers together with a stratified sample of their Grade 11 learners were drawn from a purposive sample of highperforming high schools in the East London district of the Eastern Cape, South Africa. The results show that supplementary tuition is popular, especially among girls, and it is in three forms (i.e. private tuition, vacation school and problem-solving classes): Problemsolving classes dominated by working on past/model examination papers is the most preferred; in some instances supplementary tuition is offered for a fee; it is not only confined to poor performing learners; and participation in supplementary tuition is influenced by a variety of factors.
In-service mathematics teacher's effective reflective actions during enactment of social constructivist strategies in their teaching
Authors: Nyaumwe Lovemore J. , Mtetwa David K.
Published: August 2012

This study documents two case studies of in-service teachers whose reflective actions during teaching belonged to the effective category. Stratified sampling was used to select the in-service teachers whose reflective actions during teaching achieved effective reflection category in the first round of assessments. The sampled in-service teachers were jointly observed by two researchers whilst teaching high school mathematics classes in the second and third rounds of assessment visits to determine their teaching actions whilst enacting effective reflective actions. Classroom observations were followed by post lesson reflective interviews. The in-service teachers' effective reflective actions during teaching were noted as aligning learners' prior knowledge with activities to develop new concepts, sensitivity to learners' needs, using multiple pedagogical methods, and causing cognitive conflicts that facilitated learners' reflections on the solutions that they produced. These findings provide insight into theorising in-service teachers' reflective actions that informs reform on appropriate enactment of social constructivist strategies in mathematics classrooms.