Understanding pedagogic shifts from concrete to abstract conceptions of number.

Understanding pedagogic shifts from concrete to abstract conceptions of number.

My research study aimed to explore the pedagogic shifts between working with concrete to more abstract conceptions of number. By using a case study approach focused on a grade 2 (G2) Foundation Phase (FP) teacher who retained her class into grade 3 (G3), I gathered data on her teaching over two year...

Full description

Bibliographic Details
Main Author: Alexander, Michele
Format: Others
Language:en
Published: 2015
Subjects:
Number sense
Abstract calculations
Concrete calculations
Connections
Representations
Specialisation of content
Specialisation of representation
Foundation Phase
South Africa
Online Access:http://hdl.handle.net/10539/17798

Internet

http://hdl.handle.net/10539/17798

Similar Items