A teacher collective as a professional development approach to promote foundation phase mathematics teaching
This qualitative study is a response to a request for help from a group of Grade 3 (year 3) teachers who were disheartened with the poor performance of their learners in Mathematics. In an attempt to address their challenge, they resolved to form a Teacher Collective (TC) amongst themselves. Their m...
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| Format: | Others |
| Language: | English |
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Nelson Mandela Metropolitan University
2017
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| Online Access: | http://hdl.handle.net/10948/15071 |