Investigating relationships between mathematics teachers' content knowledge, their pedagogical knowledge and their learnes' achievement in terms of functions and graphs
This study used diagnostic tests, questionnaires and interviews to investigate explore teachers’ subject content knowledge (SCK) and pedagogical subject knowledge (PCK). It also explored teachers’ and learners’ misconceptions within the topic of graphicacy and how teachers’ SCK and PCK possibly affe...
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| Format: | Others |
| Language: | English |
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Nelson Mandela Metropolitan University
2009
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| Online Access: | http://hdl.handle.net/10948/1100 |