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gerrit stols |
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Gerrit Stols is a lecturer at the University of Pretoria, specialising in mathematics education and the use of technology (ICT) in maths education.
Bernitz, H.Z., Steenkamp, G., Blumenthal, R., & Stols, G. (2011). The individualisation of dog bite marks: a multidisciplinary approach to the analysis, with emphasis on differences between dog and human bite marks. International Journal of Legal Medicine, Online First™, 2 May 2011. Stols, G. & Kriek, J. (2011). Why don’t all maths teachers use dynamic geometry software in their classrooms? Australasian Journal of Educational Technology, 27(1), 137-151. Van Putten , S., Howie, S. & Stols, G.H. (2010). Making Euclidian geometry compulsory: Are we prepared? Perspectives in Education, 28(4), 22-31. Bernitz, H. & Stols, G.H. (2010). The application of affine transformations in matching distorted forensic samples with a common origin. Forensic Science International, 201(1), 56-58. Kriek, J. & Stols, G.H. (2010), Teachers' beliefs and their intention to use interactive simulations in their classrooms. South African Journal of Education, 30, 439-456. Stols, G.H. & Bernitz, H. (2010). Reconstruction of distorted bite marks using affine transformations. Journal of Forensic Sciences, 55(3), 784-787. Stols, G.H., Mji, A. & Wessels, D. (2009). The Potential of Teacher Development with Geometer’s Sketchpad. Pythagoras, 1, 23-29. Mogari, D., & Kriek, J. Stols, G.H., & Ogbonnaya, I.U. (2009). Lesotho’s Students’ Achievement in Mathematics and their Teachers’ Background and Professional Development, Pythagoras, 70, 3-15. Stols, G.H. (2008). The use of a Tablet PC for instruction: a theoretical framework. African Journal of Research in Mathematics, Science and Technology Education, 12, 35-46. Stols, G.H. Kriek, J. & Iheanachor, O.U. (2008). The relationship between teaching practices and students’ achievement in mathematics in Lesotho. African Journal of Research in Mathematics, Science and Technology Education, 12, 107-118. Stols, G.H. (2007). Designing mathematical-technological activities for teachers using the Technology Acceptance Model. Pythagoras, 65, 10 – 17. Stols, G.H., Oliver, A. & Grayson, D. (2007). Description and impact of a distance mathematics course for Grade 10 to 12 teachers. Pythagoras, 65, 32-38. Stols, G.H. (2006). How far can we see? Learning and teaching mathematics, 3, 19-21. Stols, G.H. (2005). Sketching the general quadratic equation using dynamic geometry software. International Journal of Mathematical Education in Science and Technology, 36(5), 483-488. (GeoGebra construction) Stols, G.H. (2004). Connecting loci with real life. Learning and Teaching Mathematics, 1, 40-47. Stols, G.H. (2010). Wiskunde Eksamenfokus: Graad 10, Pretoria: Clever Books. (ISBN 978-1-77021-731-7). Stols, G.H. (2010). Mathematics Exam Focus: Grade 10, Pretoria: Clever Books. (ISBN 978-1-77021-877-2). Stols, G.H. (2009). Wiskunde Eksamenfokus: Graad 11, Pretoria: Clever Books. (ISBN 978-1-77021-730-0). Stols, G.H. (2009). Mathematics Exam Focus: Grade 11, Pretoria: Clever Books. (ISBN 978-1-77021-876-5). Stols, G.H. (2009). GeoGebra in 10 Lessons, Open access internet publication. Barnard, B. & Stols, G. (2009). Investigating geometry using GeoGebra. Open access internet publication. Stols, G.H. (2009). Proverto Mathematics Grade 9 Study Guide, Pretoria: Proverto. 40pp. Stols, G.H. (2009). Wiskunde Eksamenfokus: Graad 12, Pretoria: Clever Books. (ISBN 978-1-77021-729-4). Stols, G.H. (2008). Mathematics Exam Focus: Grade 12, Pretoria: Unisa. (ISBN: 978-0-620-41111-0) 160pp. Stols, G.H. (2008). Proverto Mathematics Grade 12 Study Guide, Pretoria: Proverto. 60pp. Stols, GH., Nel, I. & Schmidt, M. (2006). My Clever: Grade 9 Mathematics, Pretoria: Clever Books. (Author of geometry and shape units) Stols, G.H. (2006). BEd Geometry study guide. University of Pretoria Stols, G.H. (2005). Mindmaps and Theory: Grade 11 & 12. Pretoria: Repro. 45pp. (ISBN: 0-620-28523-0) Stols, G.H. (2004). Geometry Study Guide (ACE). Unisa: Pretoria Stols, G.H. (2002). Mathematics for Teachers II (Geometry & Trigonometry Study Guide). Unisa: Pretoria Stols, G.H. (2001). Wiskunde breinkaart boek: Graad 11 & 12. Pretoria: Repro. (ISBN: 0-620-28523-0) G.H. (1997). Geometry & Trigonometry Units. [In Venter, P. & Dreyer, H. Power Matric Student Guides: Mathematics 2: Volumes VI - V. Johannesburg: African Growth Network Stols, G.H. (1997). Geometry Study Guide (FDEME-5). Unisa: Pretoria
Conference publications and papers Stols, G.H. (2011). The gap between the implemented and intended grade 10 to 12 mathematics curriculum. The Association for the Mathematics Education of South Africa. 17th Annual National Congress, Wits School of Education, Park Town, Johannesburg, 11-15 July 2011. Stols, G.H. (2010). Influence of the use of technology on students’ geometric development in terms of the Van Hiele levels. Paper delivered at the 18TH Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education, University of KwaZulu-Natal, Edgewood Campus, 18 - 21 January 2010. Stols, G.H. (2009). Teaching for understanding. Paper delivered at the Limpopo AMESA Regional Congress of the Association for Mathematics Education of South Africa. Nelspruit. 23 May 2009. Invited plenary speaker. Stols, G.H. (2009). Influence of the use of technology on students’ geometric development in terms of the Van Hiele levels. Delta Conference, Gordon bay, 30 Nov - 4 Dec 2009. Stols, G.H. (2009). Teachers’ beliefs, attitudes and intentions about using Geometer’s Sketchpad in their mathematics classroom. Paper delivered at the 17th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education. Rhodes University, 19 – 22 January 2009 (Proceedings Volume 2, pp 582 – 589). Stols, G.H. (2008). Why don’t teachers use technology for instruction? Paper delivered at the 16TH Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education, Maseru, Lesotho, January 14 -17, 2008. Stols, G.H. (2008). The use of educational software: Under which conditions will it be used? Paper delivered at the 14th National Congress of the Association for Mathematics Education of South Africa. Port Elizabeth: Nelson Mandela Metropolitan University. 30 June - 4 July 2008. Stols, G.H. (2008). Why don’t teachers use technology for instruction? Paper delivered at the 16TH Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education, Maseru, Lesotho, January 14 -17, 2008. Stols, G.H. (2007). Technology for classroom instruction. Paper delivered at the 15TH Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education Eduardo Mondlane University, Maputo, Mozambique, January 9 -12, 2007. Stols, G.H. (2007). Does the Technology Acceptance Model explain the use of technology for mathematics instruction? Paper delivered at the 8th International Conference on Technology in Mathematics Teaching, University of Hradec Králové, Czech Republic, July 1- 4, 2007. Stols, G.H. (2007). Teacher development with Geometer's Sketchpad: Potentials and pitfalls. Poster delivered at the 8th International Conference on Technology in Mathematics Teaching, University of Hradec Králové, Czech Republic, July 1- 4, 2007. Stols, G.H. (2006). Geometry teacher education: Practice what you preach. Paper delivered at the 14th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education. University of Pretoria, January 9-12, 2006. Stols, G.H. (2005). Circle geometry: From real life to riders. Paper delivered at the 11th National Congress of the Association for Mathematics Education of South Africa. Kimberley: NIHE. 27-30 June 2005 (Proceedings Volume 2, pp 77-81). Stols, G.H., Wessels, D.C.J. & Mji, A., (2005). Teacher development with Geometer's Sketchpad: potentials and pitfalls. Paper delivered at the 13th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education. Windhoek: 11-14 January 2005. Stols, G.H., Wessels, D.C.J. & Heidema, J. (2004). Conics an integrating factor. Poster presented at the 10th International Congress on Mathematical Education. Copenhagen. 4 July-11 July 2004. Stols, G.H. (2004). Mathematics inset teachers’ development: A problem-solving approach. In Buffler, A. & Laugksch, R.C. (eds.), (2004). Proceedings of the 12th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education. Cape Town: UCT. pp. 988-993 (Peer reviewed). Stols, G.H., Wessels, D.C.J. & Heidema, J. (2004). Kegelsnedes as integrende faktor in skoolwislunde. Paper presented at Suid Afrikaanse Akademie vir Wetenskap en Kuns Seminar. Stellenbosch. 1 November 2004. Stols, G.H. (2003). The correlation between teachers and their learners’ mathematical knowledge in rural schools. [In B. Putsoa, M. Dlamini, B. Dlamini & V. Kelly (eds), Proceedings of the 11th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education, Vol.1, Webster Print: Swaziland pp 246 – 249.] Stols, G.H. (2003). Higher order thinking skills and the Mathematics Curriculum. [In Darell, F. & March, T. (eds). Proceedings of the Third International Conference on Science, Mathematics and Technology Education. Volume 2. Key Centre: Perth] pp 159 –165, (ISBN 1 74067 303 4). Refereed Stols, G.H., Wessels, D.C.J., & Heidema, J. (2003). A rationale for using conic sections as an integrating factor in the proposed FET curriculum. [In Jaffer, S. & Burgess, L. (eds). 2003. Proceedings of the Ninth National Congress of the Association for Mathematics Education of South Africa. New Bind: Cape Town. pp 294 – 303.] Stols, G.H. (2002). How I teach loci. [In M. Moodley (ed.), AMESA Proceedings 2: Secondary, Senior and FET Phases. Durban: University of Natal. pp 16-21.] |
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