Towards effective child-centred mathematics education with lessons designed round the use of a film

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dc.contributor.advisorBreen, Chrisen_ZA
dc.contributor.authorVincent, Thomas Bryanten_ZA
dc.date.accessioned2016-01-15T14:18:19Z
dc.date.available2016-01-15T14:18:19Z
dc.date.issued1987en_ZA
dc.descriptionBibliography: pages 101-102.en_ZA
dc.description.abstractThe crucial issues associated with child-centred learning in mathematics are seen to be addressed by the lessons and activities developed round the film. The lessons have captured the essentials of the humanistic mathematics method. Children become actively involved in discussion amongst themselves to the extent that they (a) think about mathematics; (b) contribute confidently; (c) make conjectures; (d) listen critically to one another; (e) feel suitably challenged to work together to prove their hypotheses for themselves, and, should they succeed, (f) are prepared to stand up and demonstrate the truth of them to the class. The lessons, or similar ones, used in their classrooms should afford teachers who apply them an introduction to this child-centred approach to mathematics teaching and learning.en_ZA
dc.identifier.apacitationVincent, T. B. (1987). <i>Towards effective child-centred mathematics education with lessons designed round the use of a film</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/16403en_ZA
dc.identifier.chicagocitationVincent, Thomas Bryant. <i>"Towards effective child-centred mathematics education with lessons designed round the use of a film."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 1987. http://hdl.handle.net/11427/16403en_ZA
dc.identifier.citationVincent, T. 1987. Towards effective child-centred mathematics education with lessons designed round the use of a film. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Vincent, Thomas Bryant AB - The crucial issues associated with child-centred learning in mathematics are seen to be addressed by the lessons and activities developed round the film. The lessons have captured the essentials of the humanistic mathematics method. Children become actively involved in discussion amongst themselves to the extent that they (a) think about mathematics; (b) contribute confidently; (c) make conjectures; (d) listen critically to one another; (e) feel suitably challenged to work together to prove their hypotheses for themselves, and, should they succeed, (f) are prepared to stand up and demonstrate the truth of them to the class. The lessons, or similar ones, used in their classrooms should afford teachers who apply them an introduction to this child-centred approach to mathematics teaching and learning. DA - 1987 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1987 T1 - Towards effective child-centred mathematics education with lessons designed round the use of a film TI - Towards effective child-centred mathematics education with lessons designed round the use of a film UR - http://hdl.handle.net/11427/16403 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/16403
dc.identifier.vancouvercitationVincent TB. Towards effective child-centred mathematics education with lessons designed round the use of a film. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 1987 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/16403en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEducationen_ZA
dc.titleTowards effective child-centred mathematics education with lessons designed round the use of a filmen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMEden_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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