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Soudien, Crain – Pedagogy, Culture and Society, 2015
This paper draws on intentionality systems theory to begin a discussion about the relationship between the act of violence and thinking. The context against which the paper is developed is the widespread incidence of violence amongst young male South Africans. With the objective of beginning a discussion about an education which responds to this…
Descriptors: Correlation, Metacognition, Violence, Cognitive Processes
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Wilsenach, Carien; Makaure, Patricia – South African Journal of Childhood Education, 2018
Gender differences in reading development are a global phenomenon, with girls typically performing better than boys. Some studies have reported gender differences favouring girls in reading comprehension in South Africa, but little systematic evidence exists about gender differences in the cognitive-linguistic abilities that underlie reading…
Descriptors: Foreign Countries, Gender Differences, Phonological Awareness, Reading Comprehension
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Stols, Gerrit – South African Journal of Education, 2013
This study investigated the opportunity to learn (OTL) that is available to Grade 12 mathematics learners. Learner workbooks were analysed in terms of time on task, curriculum coverage, curriculum coherence, and cognitive demand. Based on these elements, experienced mathematics teachers judged the opportunity that the learners have to achieve more…
Descriptors: Educational Opportunities, Grade 12, Mathematics Education, Secondary School Mathematics
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Mhlolo, Michael Kainose – African Journal of Research in Mathematics, Science and Technology Education, 2012
Learner acquisition of higher order cognitive skills and processes in mathematics is at the centre of many current curriculum reforms the world over. Although literature suggests that high-level cognitive processes require emphasis on reasoning about and connecting ideas, in South Africa one of the biggest challenges has been to develop tools that…
Descriptors: Mathematics Instruction, Teaching Methods, Cognitive Processes, Educational Change
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Malda, Maike; van de Vijver, Fons J. R.; Temane, Q. Michael – Intelligence, 2010
In this study, cross-cultural differences in cognitive test scores are hypothesized to depend on a test's cultural complexity (Cultural Complexity Hypothesis: CCH), here conceptualized as its content familiarity, rather than on its cognitive complexity (Spearman's Hypothesis: SH). The content familiarity of tests assessing short-term memory,…
Descriptors: Short Term Memory, Foreign Countries, Cultural Differences, Intelligence Tests
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Buthelezi, T.; Alexander, D.; Seabi, J. – South African Journal of Higher Education, 2009
The study sought to understand adolescents' perceived career challenges and needs in a disadvantaged context using the Social Cognitive Career Theory (SCCT). A qualitative research design based on semi-structured interviews was conducted with 12 Grade 9 and Grade 10 learners from a disadvantaged background. The results of the study indicated a…
Descriptors: Research Design, Qualitative Research, Self Efficacy, Disadvantaged