Student mathematical writing, pedagogic practice and quality learning : a comparative analysis of student productions at two schools

dc.contributor.authorCollins, Heatheren_ZA
dc.date.accessioned2014-12-27T19:52:43Z
dc.date.available2014-12-27T19:52:43Z
dc.date.issued2001en_ZA
dc.descriptionBibliography: leaves 168-175.en_ZA
dc.description.abstractThis study was initiated by a larger research project, the Learner Progress and Achievement Study (LPAS) which was based at the School of Education at the University of Cape Town. In the initial stages of the LPAS, their focus was on "the quality of learning", and it is this concern which underpinned my study. During this stage of the LPAS teachers were not comfortable with having lessons observed or taped, although they were happy for researchers to interview them and have access to students' writing.en_ZA
dc.identifier.apacitationCollins, H. (2001). <i>Student mathematical writing, pedagogic practice and quality learning : a comparative analysis of student productions at two schools</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/10309en_ZA
dc.identifier.chicagocitationCollins, Heather. <i>"Student mathematical writing, pedagogic practice and quality learning : a comparative analysis of student productions at two schools."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2001. http://hdl.handle.net/11427/10309en_ZA
dc.identifier.citationCollins, H. 2001. Student mathematical writing, pedagogic practice and quality learning : a comparative analysis of student productions at two schools. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Collins, Heather AB - This study was initiated by a larger research project, the Learner Progress and Achievement Study (LPAS) which was based at the School of Education at the University of Cape Town. In the initial stages of the LPAS, their focus was on "the quality of learning", and it is this concern which underpinned my study. During this stage of the LPAS teachers were not comfortable with having lessons observed or taped, although they were happy for researchers to interview them and have access to students' writing. DA - 2001 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2001 T1 - Student mathematical writing, pedagogic practice and quality learning : a comparative analysis of student productions at two schools TI - Student mathematical writing, pedagogic practice and quality learning : a comparative analysis of student productions at two schools UR - http://hdl.handle.net/11427/10309 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/10309
dc.identifier.vancouvercitationCollins H. Student mathematical writing, pedagogic practice and quality learning : a comparative analysis of student productions at two schools. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2001 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/10309en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.titleStudent mathematical writing, pedagogic practice and quality learning : a comparative analysis of student productions at two schoolsen_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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