Learner-Centred Approaches In Math Classes In Khomas Region

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dc.contributor.authorKapenda, Hileni M.
dc.date.accessioned2014-03-05T12:42:50Z
dc.date.available2014-03-05T12:42:50Z
dc.date.issued2007
dc.description.abstractThis paper reports on learner-centred approaches used by three mathematics teachers in Khomas region in Namibia. Although learner-centred teaching is the officially adopted and promoted mode of transacting the curriculum in Namibia, many serving teachers appear to have problems in implementing learner-centred education. Verbatim transcribed video lessons were used to highlight signs of learner-centred approached in three mathematics classrooms at senior secondary level. Teachers' lessons show some traces of learnercentred approaches.en_US
dc.identifier.citationKapenda, H. M. 2007. Proceedings of The 15th Annual Conference of The Southern African Association for Research in Mathematics, Science and Technology Education; 9/Jan/2007; South Africa:SAARMSTEen_US
dc.identifier.urihttp://hdl.handle.net/11070/742
dc.language.isoenen_US
dc.publisherSAARMSTEen_US
dc.subjectLearner-Centreden_US
dc.subjectApproachesen_US
dc.subjectMathen_US
dc.subjectClassesen_US
dc.subjectKhomasen_US
dc.subjectNamibianen_US
dc.titleLearner-Centred Approaches In Math Classes In Khomas Regionen_US
dc.title.alternativeLearner-centred approaches In Math Classes In Khomas Region: Namibian Casesen_US
dc.typePresentationen_US
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