Terungwa James Age
Biographic Data
| ID | 9974879 |
|---|---|
| NAME | Terungwa James Age |
| GIVEN NAMES | Terungwa James |
| FAMILY NAME | Age |
| SIGNATURE | AGE T J |
| AFFILIATIONS | University of South Africa |
| ORCID | 0000-0001-7444-2213 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
From Access to Integration
Digitalisation continues to shape debates in mathematics education, yet its classroom enactment remains uneven, particularly in rural and under-resourced school contexts. This study examined how mathematics teachers perceive and experience digitalisation, focusing on digital competence, barriers to integration, and readiness to adopt technology. Guided by the Technological Pedagogical Content Knowledge (TPACK) framework, the study employed a qual…
Evaluating the No Zero Grading Technique (NZGT) as a Veritable Tool for Enhancing Students’ Interest and Achievement in Mathematics in an Ubuntulised Classroom
The persistent challenge of student interest and achievement in mathematics has led educators to explore innovative teaching and assessment approaches. This experimental study investigated the impact of integrating the No Zero Grading Technique (NZGT) within an Ubuntu classroom environment on students’ interest and achievement in mathematics. The study employed a quasi-experimental, control group pretest-posttest design involving 165 Upper Basic …
Visual Multiplication Through Stick Intersections
This paper presents a novel visual approach to teaching multiplication to elementary school pupils using stick intersections. Within the South African context, where students consistently demonstrate low mathematics achievement, particularly in foundational arithmetic operations, this research explores an alternative pedagogical strategy that transforms abstract multiplication concepts into visual, concrete, countable representations. Building on…
No prominent works on this page.
Evaluating the No Zero Grading Technique (NZGT) as a Veritable Tool for Enhancing Students’ Interest and Achievement in Mathematics in an Ubuntulised Classroom
The persistent challenge of student interest and achievement in mathematics has led educators to explore innovative teaching and assessment approaches. This experimental study investigated the impact of integrating the No Zero Grading Technique (NZGT) within an Ubuntu classroom environment on students’ interest and achievement in mathematics. The study employed a quasi-experimental, control group pretest-posttest design involving 165 Upper Basic …
Visual Multiplication Through Stick Intersections
This paper presents a novel visual approach to teaching multiplication to elementary school pupils using stick intersections. Within the South African context, where students consistently demonstrate low mathematics achievement, particularly in foundational arithmetic operations, this research explores an alternative pedagogical strategy that transforms abstract multiplication concepts into visual, concrete, countable representations. Building on…
From Access to Integration
Digitalisation continues to shape debates in mathematics education, yet its classroom enactment remains uneven, particularly in rural and under-resourced school contexts. This study examined how mathematics teachers perceive and experience digitalisation, focusing on digital competence, barriers to integration, and readiness to adopt technology. Guided by the Technological Pedagogical Content Knowledge (TPACK) framework, the study employed a qual…
Mathematics Education and Teaching Techniques (3 works) · Mathematics Education and Pedagogy (2 works) · Qualitative research (2 works) · Cognition (1 works) · Cognitive and developmental aspects of mathematical skills (1 works) · Computer Science (1 works) · Concept learning (1 works) · Education, Achievement, and Giftedness (1 works) · Educational Theory and Curriculum Studies (1 works) · Elementary mathematics (1 works)