The correlation between Grade 11 learners’ functional understanding of proof and argumentation

Shongwe, Benjamin

dc.contributor.author	Shongwe, Benjamin
dc.contributor.editor	Kriek, Jeanne
dc.date.accessioned	2019-12-06T11:11:41Z
dc.date.available	2019-12-06T11:11:41Z
dc.date.copyright	© 2019
dc.date.issued	2019
dc.identifier.citation	2019 ISTE International Conference on Mathematics, Science and Technology Education, 21-25 October 2019, Mopani Camp in Kruger National Park, Mpumalanga, South Africa	en
dc.identifier.isbn	978-1-77615-062-5
dc.identifier.uri	http://hdl.handle.net/10500/26165
dc.language	English
dc.language.iso	en	en
dc.publisher	Institute of Science & Technology Education, University of South Africa	en
dc.rights	© 2019 Institute for Science and Technology Education (ISTE), University of South Africa
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.subject	Functional Understanding of Proof	en
dc.subject	Argumentation	en
dc.subject	Multiple Regression	en
dc.subject	Explanatory Function	en
dc.subject	Gender	en
dc.title	The correlation between Grade 11 learners’ functional understanding of proof and argumentation	en
dc.type	Article	en
dc.description.department	Institute for Science and Technology Education (ISTE)	en