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

Duah, F.K.; Croft, A.C.

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