Mathematics 7: the outcomes way! teacher's guide
PUBLICATION YEAR: 2000
TITLE AUTHOR(S): H.J.Van Rensburg, T.W.Kambule, A.M.E.Bierman, J.H.De Kock, B.P.Kwakwa, P.G.Le Roux, F.Lourens, F.R.P.Malan, N.K.Molefe, M.Swart
KEYWORDS: MATHEMATICS TEACHING
Print: HSRC Library: shelf number 1442
HANDLE: 20.500.11910/8266
URI: http://hdl.handle.net/20.500.11910/8266
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
-
Related Research Outputs:
- Factors influencing the level of performance in mathematics and language among learners in South Africa: a multi-level analysis
- Mathematics literacy of final year students: South African realities
- Mathematics and science performance in Grade 8 in South Africa 1998/1999: TIMSS-R 1999 South Africa: executive summary
- Conditions of schooling in South Africa and the effect on mathematics achievement
- TIMSS in South Africa: the value of international comparatives studies for a developing country
- Middle school students' performance in mathematics in the third international mathematics and science study: South African realities
- South Africa
- Improving learning in South African schools: the QLP baseline evaluation
- Evaluation of the Mahlahle project
- Mathematics 7: the outcomes way! learner's book
- Schools out or is it? Out of school interventions for mathematics, science and computer studies for secondary school learners
- Researching mathematics education in South Africa: perspectives, practices and possibilities
- Cross-national achievement studies: learning from South Africa's participation in the trends in international mathematics and science study (TIMSS)
- Overview of the state of maths, science and technology education, 1994-2004
- Supplementary tuition in mathematics and science: an evaluation of the usefulness of different types of supplementary tuition programmes
- State of mathematics and science education: schools are not equal
- Uprooting bad mathematical performance: pilot study into roots of problems
- Using stimulated video-recall to identify teachers' classroom practices, perceptions and needs in implementing the mathematics curriculum at the intermediate phase
- Improving mathematics learning for the poor: are the best South African schools good enough?
- Equity and quality mathematics education within schools: findings from TIMMS data for Ghana