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...
| Main Author: | |
|---|---|
| Other Authors: | |
| Format: | Others |
| Language: | en |
| Published: |
2009
|
| Subjects: | |
| Online Access: | http://hdl.handle.net/10500/1617 |
Search Result 1
Search Result 2