D
Deonarain Brijlall
Researcher at Durban University of Technology
Publications - 34
Citations - 251
Deonarain Brijlall is an academic researcher from Durban University of Technology. The author has contributed to research in topics: Higher education & Curriculum. The author has an hindex of 8, co-authored 29 publications receiving 224 citations.
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Journal Article
An exploration of the common content knowledge of high school mathematics teachers
TL;DR: This article investigated teachers' knowledge of the mathematics they are themselves teaching and found that many teachers who were working at an action level of a concept would require help and scaffolding to move to process or object levels of understanding of that concept.
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High school learners' mental construction during solving optimisation problems in Calculus: a South African case study
Deonarain Brijlall,Zanele Ndlovu +1 more
TL;DR: In this paper, a qualitative case study in a rural school in Umgungundlovu District in KwaZulu-Natal, South Africa, explored Grade 12 learners' mental constructions of mathematical knowledge during engagement with optimisation problems.
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Pre-service Teachers’ Mental Constructions of Concepts in Matrix Algebra
Zanele Ndlovu,Deonarain Brijlall +1 more
TL;DR: In this article, the authors explore the mental constructions of pre-service teachers when learning matrix algebra concepts and how they concur with a preliminary genetic decomposition, which is underpinned by APOS theory (action-process-object-schema).
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Exploring the Pedagogical Content Knowledge for Teaching Probability in Middle School: A South African Case Study
TL;DR: In this paper, an exploration into in-service teachers' pedagogical content knowledge required for the delivery of lessons in probability is reported. Butte et al. adopt a refined framework into domains of pedagogy knowledge.
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Exploring support strategies for high school mathematics teachers from underachieving schools
TL;DR: A study exploring practicing teachers’ subject matter knowledge of certain topics they were expected to teach found that certain areas of their pedagogical content knowledge required attention.