Continuing professional teacher development: a case of mathematical literacy teaching in Soutpansberg North Circuit of Vhembe District

Continuing professional teacher development: a case of mathematical literacy teaching in Soutpansberg North Circuit of Vhembe District

MEd (Curriculum Studies) === Department of Curriculum Studies === The purpose of this study was to investigate how continuing professional teacher development can improve learners’ achievement and schooling in Mathematical Literacy. This study adopted a qualitative research design. The qualitative...

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Bibliographic Details
Main Author: Raluswinga, Fhumulani Suzan
Other Authors: Mulaudzi, M. P.
Format: Others
Language:en
Published: 2018
Subjects:
Mathematical Literacy
Continuing professional teacher development
Pedagogical content knowledge
Teaching
Learning
Implementation
510.71268257
Career development > South Africa > Limpopo
Teachers > South Africa > Limpopo
Career education > South Africa > Limpopo
Education > South Africa > Limpopo
Professional education > South Africa > Limpopo
Mathematics > Study and teaching > South Africa > Limpopo
Mathematics teachers > Training of > South Africa > Limpopo
Online Access:Raluswinga, Fhumulani Suzan (2018) Continuing professional teacher development: a case of mathematical literacy teaching in Soutpansberg North Circuit of Vhembe District, Universiry of Venda, Thohoyandou, South Africa, <http://hdl.handle.net/11602/1239>
http://hdl.handle.net/11602/1239

Internet

Raluswinga, Fhumulani Suzan (2018) Continuing professional teacher development: a case of mathematical literacy teaching in Soutpansberg North Circuit of Vhembe District, Universiry of Venda, Thohoyandou, South Africa, <http://hdl.handle.net/11602/1239>
http://hdl.handle.net/11602/1239

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