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The integration of semiotic resources and modalities in the teaching of geometry in a Grade 9 class in a South African high school: The four cases of congruency
(Education Association of South Africa (EASA), 2020)
In this article we examine the nature of inter-semiotic and intermodal construction in the exposition of a solution for a geometry
rider. In the tradition of hermeneutic phenomenology, this case study involved an exploration ...
Keeping sites in sight: Conversations with teachers about the design of toolkits peculiar to a continuous professional development initiative
(AOSIS, 2019)
The aim of this article is to shift the notion of ‘sites’ as places of work peculiar to continuous
professional development (CPD) to a theoretical level, independent of, yet intimately connected to,
their physical meanings, ...