Exploring grade 3 teachers’ resistance to ‘take up’progressive mathematics teaching roles
This article addresses the question: Why teachers of mathematics have yet to ‘take up’ progressive roles? Drawing on the philosophy of critical realism and its methodological equivalent, social realism, we analyse interview and observation data of four grade 3 teachers, with the view to identifying...
| Main Authors: | , |
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| Format: | Others |
| Language: | English |
| Published: |
2018
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| Online Access: | http://hdl.handle.net/10962/69700 https://DOI: 10.1007/s13394-018-0237-7 |