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| Issue | Title | |
| Vol 33, No 3 (2012) | Meeting the requirements of both classroom-based and systemic assessment of mathematics proficiency: The potential of Rasch measurement theory | Abstract HTML EPUB XML PDF |
| Tim Dunne, Caroline Long, Tracy Craig, Elsie Venter | ||
| Vol 33, No 3 (2012) | Alignment between South African mathematics assessment standards and the TIMSS assessment frameworks | Abstract HTML EPUB XML PDF |
| Mdutshekelwa Ndlovu, Andile Mji | ||
| Issue 69 (2009) | Can multiple choice questions be successfully used as an assessment format in undergraduate mathematics? | Abstract PDF |
| Belinda Huntley, Johann Engelbrecht, Ansie Harding | ||
| Issue 60 (2004) | Perturbating the assessment of individuals and groups: Listening for challenges to mathematics teacher educators | Abstract PDF |
| Chris Breen | ||
| Issue 69 (2009) | The use of real life contexts in the CTA: Some unintended consequences | Abstract PDF |
| Sarah Bansilal | ||
| 1 - 5 of 5 Items | ||
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