The effects of a structured teaching method on mathematics anxiety and achievement of grade eight learners
The hypothesis that a structured, sequenced, approach to mathematics learning, based on the application of learnt facts, decreases mathematics anxiety and increases mathematics achievement is tested. A literature study and an empirical investigation were conducted with respect to the relationshi...
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| Format: | Others |
| Language: | en |
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2009
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| Online Access: | http://hdl.handle.net/10500/1617 |