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...
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| Format: | Others |
| Language: | en |
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2015
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| Online Access: | http://hdl.handle.net/10539/17798 |