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International Journal of Mathematical Education in Science and Technology Volume 53, 2022 - Issue 11
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Articles

A case study of in-service teachers’ errors and misconceptions in linear combinations

Lillias Hamufari Natsai Mutambaraa Faculty of Science Education, Bindura University of Science Education, Bindura, ZimbabweCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-6135-8036
ORCID Icon &
Sarah Bansilalb Department of Mathematics Education, University of KwaZulu-Natal, Durban, South AfricaORCID Iconhttps://orcid.org/0000-0002-5445-5612
ORCID Icon
Pages 2900-2918 | Received 05 Sep 2020, Published online: 05 May 2021

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Cathrine Kazunga, Sarah Bansilal & Lytion Chiromo. (2023) Primary Pre-service Teachers’ Knowledge of the Concepts of Mean and Median. African Journal of Research in Mathematics, Science and Technology Education 27:3, pages 367-382.
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Articles from other publishers (3)

Roberto Lopez-Chila, Nicolas Sumba-Nacipucha, José Córdova-León, Roberto Valverde-Arrieta, Johnny Jimenez-Contreras & Joe Llerena-Izquierdo. (2023) A Management Model for the Development of Meaningful Digital Learning Resources in Homogeneous Linear Algebra Courses. A Management Model for the Development of Meaningful Digital Learning Resources in Homogeneous Linear Algebra Courses.
Lillias Hamufari Natsai Mutambara & Sarah Bansilal. (2022) Misconceptions and resulting errors displayed by in service teachers in the learning of linear independence. International Electronic Journal of Mathematics Education 17:4, pages em0716.
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Lillias Hamufari Natsai Mutambara & Maria Tsakeni. (2022) Cognitive obstacles in the learning of complex number concepts: A case study of in-service undergraduate physics student-teachers in Zimbabwe. Eurasia Journal of Mathematics, Science and Technology Education 18:10, pages em2158.
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