Mathematics teacher learning in the context of South African outcomes-based education reforms
The new South African national curriculum for the twenty first century adopted an outcomes-based education approach. The new curriculum represents a crucial shift in emphasis from learners concentrating on formal and procedural mathematics (with an absence of meaning) to learners making meaning of m...
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| Format: | Thesis |
| Language: | English |
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Curtin University
2003
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| Online Access: | http://hdl.handle.net/20.500.11937/231 |