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We investigate Grade 10 learners' mathematical identities, with a focus on influences on the learners' identities. A mathematical identity questionnaire was given to learners and their test scores accessed. Four learners were purposively selected for interviews on the basis of interesting relationships between their questionnaire responses and test scores. The interview data were analysed for stories of the learners' confidence, beliefs and persistence with mathematics, as indicators of mathematical identity. The findings showed that learners can hold largely robust, modest or largely fragile mathematical identities, which are related to these three indicators. Past and present mathematical experiences, what family members and peers said about the learners and about mathematics, including peer labelling, were related to the learners' identities. Career opportunities associated with mathematics, pleasing others and gaining prestige contributed to how learners formed their mathematical identities.

Technology advent has been transforming students' perceptions and preferences mostly on how they acquire information and learn. The way students perceive e-books and print books significantly influences the format they prefer to use for academic purposes. Recently, the accessibility of e-books on assorted mobile gadgets is substituting the conventional print based resources which are regarded costly in production, sharing and also heavy. Differing views on the format (e-book or print) that students prefer for academic purposes to improve their educational experience exist of which most studies have been done in developed countries. Therefore, a research that reveals students' perceptions and preferences towards the two book formats in the nation of South Africa can afford a better understanding and conclusion on an African student. This study aimed to determine students' preference on using e-books and print books in meeting academic information needs based on perceptions. The study adopted a cross-sectional research design and a questionnaire as a research instrument which was administered to students at the University of Fort Hare. Findings revealed that students preferred using both (e-books and print books) for their academic needs. Moreover, they perceived e-books to be as good as print books, easy and friendly to use and capable of providing sufficient information to meet educational needs. [ABSTRACT FROM AUTHOR]

Despite its contribution to the South African economy, the South African mining industry is plagued by illegal artisanal mining (IAM). Although artisanal mining was recognised as a means to alleviate poverty after 1994, current legislation criminalises such work. This article reviews the limited literature on IAM in South Africa to show that there is poor synergy between mining industry stakeholders. It recommends two theoretical perspectives from which to reappraise the underlying causes of IAM, concluding that an industry-tailored, theoretically informed intervention is required. [ABSTRACT FROM AUTHOR]