Effects of a distributed interleaved teaching strategy on automaticity in intermediate phase Mathematics

Simple item page
dc.contributor.advisorMay, Bruce
dc.contributor.authorAbderoef, Ayesha
dc.date.accessioned2023-05-10T09:10:01Z
dc.date.accessioned2024-05-28T10:55:22Z
dc.date.available2023-05-10T09:10:01Z
dc.date.available2024-05-28T10:55:22Z
dc.date.issued2023
dc.descriptionMagister Educationis - MEden_US
dc.description.abstractThe Trends in International Mathematics and Science Study (TIMSS) in 2015 indicate that South African learners fare poorly against their international counterparts. Results of these tests show that South African learners are not at the desired level of development in terms of mathematics learning. There is thus a need to find suitable teaching and learning strategies that can improve the status quo. Mathematics learning is particularly sequential in nature and builds and progresses on the foundation of sound prior knowledge. It stands to reason, that the implications for teaching and learning would be to introduce better techniques and skills that improve retention of mathematics procedures and concepts.en_US
dc.identifier.urihttps://hdl.handle.net/10566/15641
dc.language.isoenen_US
dc.publisherUniversity of the Western Capeen_US
dc.rights.holderUniversity of the Western Capeen_US
dc.subjectLearning skillsen_US
dc.subjectTeaching and Learningen_US
dc.subjectMathematics learningen_US
dc.subjectIntermediate phaseen_US
dc.subjectSouth Africaen_US
dc.titleEffects of a distributed interleaved teaching strategy on automaticity in intermediate phase Mathematicsen_US

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
abderoef_m_edu_2023.pdf
Size:
1.04 MB
Format:
Adobe Portable Document Format
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.71 KB
Format:
Plain Text
Description:
Download

Collections

Magister Educationis - MEd