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Students as partners in mathematics course design: an ethnographic case study

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dc.contributor.author Duah, F.K.
dc.contributor.author Croft, A.C.
dc.date.accessioned 2017-05-04T09:33:45Z
dc.date.available 2017-05-04T09:33:45Z
dc.date.copyright © 2012
dc.date.issued 2012-10
dc.identifier.citation Proceedings: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology. ISTE International Conference on Mathematics, Science and Technology Education, 21-25 October 2012. Mopani Camp in Kruger National Park, Limpopo, South Africa. pp en
dc.identifier.uri http://hdl.handle.net/10500/22343
dc.language English
dc.language.iso en en
dc.publisher Unisa Press en
dc.rights All rights reserved. No part of this publication may be reproduced in any form or by any means - mechanical or electronic, including recordings or tape recording and photocopying - without the prior permission of the publisher, excluding fair quotations for purposes of research or review.
dc.title Students as partners in mathematics course design: an ethnographic case study en
dc.type Article en
dc.description.department Institute for Science and Technology Education (ISTE) en
dc.rights.holder © 2012 University of South Africa


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