Context preferences of teachers in South Africa and South Korea for mathematics in schools

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dc.contributor.advisorJulie, C
dc.contributor.authorVan Schalkwyk, Gregory Peter.
dc.contributor.otherFaculty of Education
dc.date.accessioned2013-10-16T07:05:05Z
dc.date.accessioned2024-04-12T08:09:44Z
dc.date.available2009/10/15 16:12
dc.date.available2009/10/15
dc.date.available2013-10-16T07:05:05Z
dc.date.available2024-04-12T08:09:44Z
dc.date.issued2007
dc.descriptionMagister Educationis - MEden_US
dc.description.abstractThe study was located within the project : Relevance of school mathematics Education (ROSME) of the Department of Dicactics at the University of the Western Cape. The research was undertaken in the belief that mathematics enables creative and logical reasoning about contextualised problems in the realm of the physical and social world as well as in the discipline mathematics itself. This research attempted to investigate the contextual issues that teachers have to deal with in mathematics education.en_US
dc.description.countrySouth Africa
dc.identifier.urihttps://hdl.handle.net/10566/10541
dc.language.isoenen_US
dc.publisherUniversity of the Western Capeen_US
dc.rights.holderUniversity of the Western Capeen_US
dc.subjectMathematicsen_US
dc.subjectMathematical literacyen_US
dc.subjectModellingen_US
dc.subjectApplicationsen_US
dc.subjectContexten_US
dc.subjectContenten_US
dc.titleContext preferences of teachers in South Africa and South Korea for mathematics in schoolsen_US
dc.typeThesisen_US

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