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The impact of constructivist-based teaching method: on secondary school learner's errors in algebra - Tapa blanda
Sinopsis
The aim of this study was to investigate the comparative effects of Constructivist-Based Teaching Method (CBTM) and the Traditional Teaching Method (TTM) on Grade 11 Mathematics learners’ errors in algebra. The constructivist learning theory (CLT) was used to frame this study. Mainly, CLT was used to influence the design of CBTI to hone participants’ errors in algebra that militate against their performance in Mathematics. The study was conducted in the Mpumalanga Province of South Africa with a four-week intervention programme in each of the two participating secondary schools. Participants consisted of n=78 Grade 11 Mathematics learners and one Grade 11 Mathematics teacher. A non-equivalent control group design consisting of a pre-test and post-test measure was employed. The Grade 11 teacher in the control school employed the TTM while the researcher implemented CBTM in the experimental school.
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The impact of constructivist-based teaching method
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LAP LAMBERT Academic Publishing Jul 2018, 2018
ISBN 10: 6139891213
ISBN 13: 9786139891214
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Librería: BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, Alemania
Calificación del vendedor: 5 de 5 estrellas
Taschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -The aim of this study was to investigate the comparative effects of Constructivist-Based Teaching Method (CBTM) and the Traditional Teaching Method (TTM) on Grade 11 Mathematics learners' errors in algebra. The constructivist learning theory (CLT) was used to frame this study. Mainly, CLT was used to influence the design of CBTI to hone participants' errors in algebra that militate against their performance in Mathematics. The study was conducted in the Mpumalanga Province of South Africa with a four-week intervention programme in each of the two participating secondary schools. Participants consisted of n=78 Grade 11 Mathematics learners and one Grade 11 Mathematics teacher. A non-equivalent control group design consisting of a pre-test and post-test measure was employed. The Grade 11 teacher in the control school employed the TTM while the researcher implemented CBTM in the experimental school. 208 pp. Englisch. Nº de ref. del artículo: 9786139891214
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The impact of constructivist-based teaching method
Publicado por
LAP LAMBERT Academic Publishing, 2018
ISBN 10: 6139891213
ISBN 13: 9786139891214
Nuevo
Tapa blanda
Librería: moluna, Greven, Alemania
Calificación del vendedor: 5 de 5 estrellas
Condición: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Autor/Autorin: Owusu JamesThe author is a passionate Mathematics Educator with over 18 years of teaching experience as an Associate Lecturer, Mathematics Teacher trainer and High School Mathematics Teacher. He is currently a PhD candidate at the Un. Nº de ref. del artículo: 385876090
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The impact of constructivist-based teaching method | on secondary school learner's errors in algebra
Publicado por
LAP LAMBERT Academic Publishing, 2018
ISBN 10: 6139891213
ISBN 13: 9786139891214
Nuevo
Taschenbuch
Librería: preigu, Osnabrück, Alemania
Calificación del vendedor: 5 de 5 estrellas
Taschenbuch. Condición: Neu. The impact of constructivist-based teaching method | on secondary school learner's errors in algebra | James Owusu | Taschenbuch | 208 S. | Englisch | 2018 | LAP LAMBERT Academic Publishing | EAN 9786139891214 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher Landstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu. Nº de ref. del artículo: 114317496
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The impact of constructivist-based teaching method
Publicado por
LAP LAMBERT Academic Publishing Jul 2018, 2018
ISBN 10: 6139891213
ISBN 13: 9786139891214
Nuevo
Taschenbuch
Librería: buchversandmimpf2000, Emtmannsberg, BAYE, Alemania
Calificación del vendedor: 5 de 5 estrellas
Taschenbuch. Condición: Neu. This item is printed on demand - Print on Demand Titel. Neuware -The aim of this study was to investigate the comparative effects of Constructivist-Based Teaching Method (CBTM) and the Traditional Teaching Method (TTM) on Grade 11 Mathematics learners' errors in algebra. The constructivist learning theory (CLT) was used to frame this study. Mainly, CLT was used to influence the design of CBTI to hone participants' errors in algebra that militate against their performance in Mathematics. The study was conducted in the Mpumalanga Province of South Africa with a four-week intervention programme in each of the two participating secondary schools. Participants consisted of n=78 Grade 11 Mathematics learners and one Grade 11 Mathematics teacher. A non-equivalent control group design consisting of a pre-test and post-test measure was employed. The Grade 11 teacher in the control school employed the TTM while the researcher implemented CBTM in the experimental school.VDM Verlag, Dudweiler Landstraße 99, 66123 Saarbrücken 208 pp. Englisch. Nº de ref. del artículo: 9786139891214
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The impact of constructivist-based teaching method : on secondary school learner's errors in algebra
Publicado por
LAP LAMBERT Academic Publishing, 2018
ISBN 10: 6139891213
ISBN 13: 9786139891214
Nuevo
Taschenbuch
Librería: AHA-BUCH GmbH, Einbeck, Alemania
Calificación del vendedor: 5 de 5 estrellas
Taschenbuch. Condición: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - The aim of this study was to investigate the comparative effects of Constructivist-Based Teaching Method (CBTM) and the Traditional Teaching Method (TTM) on Grade 11 Mathematics learners' errors in algebra. The constructivist learning theory (CLT) was used to frame this study. Mainly, CLT was used to influence the design of CBTI to hone participants' errors in algebra that militate against their performance in Mathematics. The study was conducted in the Mpumalanga Province of South Africa with a four-week intervention programme in each of the two participating secondary schools. Participants consisted of n=78 Grade 11 Mathematics learners and one Grade 11 Mathematics teacher. A non-equivalent control group design consisting of a pre-test and post-test measure was employed. The Grade 11 teacher in the control school employed the TTM while the researcher implemented CBTM in the experimental school. Nº de ref. del artículo: 9786139891214
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The impact of constructivist-based teaching method: on secondary school learner's errors in algebra
Publicado por
LAP LAMBERT Academic Publishing, 2018
ISBN 10: 6139891213
ISBN 13: 9786139891214
Nuevo
Paperback
Librería: Revaluation Books, Exeter, Reino Unido
Calificación del vendedor: 5 de 5 estrellas
Paperback. Condición: Brand New. 208 pages. 8.66x5.91x0.47 inches. In Stock. Nº de ref. del artículo: zk6139891213
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