Mathematics teacher learning in the context of South African outcomes-based education reforms

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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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Bibliographic Details
Main Author:	Maoto, Rose Satsope
Format:	Thesis
Language:	English
Published:	Curtin University 2003
Subjects:	OBE curriculum mathematics education teacher education
Online Access:	http://hdl.handle.net/20.500.11937/231

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