Teachers’ practices of ‘cooperative learning’ instructional technique in six schools: Implications for learner performance in Mathematics
One of the key features of curriculum change in South Africa in the last twenty years has been a move away from teacher centred instructional techniques to those that promote active participation of learners in their learning. Although the post democratic National Curriculum Statement has put emphas...
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| Format: | Others |
| Language: | English |
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University of Fort Hare
2015
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| Online Access: | http://hdl.handle.net/10353/5094 |