Context preferences of teachers in South Africa and South Korea for mathematics in schools

dc.contributor.advisor	Julie, C
dc.contributor.author	Van Schalkwyk, Gregory Peter.
dc.contributor.other
dc.contributor.other	Faculty of Education
dc.date.accessioned	2013-10-16T07:05:05Z
dc.date.available	2009/10/15 16:12
dc.date.available	2009/10/15
dc.date.available	2013-10-16T07:05:05Z
dc.date.issued	2007
dc.identifier.uri	http://hdl.handle.net/11394/2292
dc.description	Magister Educationis - MEd	en_US
dc.description.abstract	The study was located within the project : Relevance of school mathematics Education (ROSME) of the Department of Dicactics at the University of the Western Cape. The research was undertaken in the belief that mathematics enables creative and logical reasoning about contextualised problems in the realm of the physical and social world as well as in the discipline mathematics itself. This research attempted to investigate the contextual issues that teachers have to deal with in mathematics education.	en_US
dc.language.iso	en	en_US
dc.publisher	University of the Western Cape	en_US
dc.subject	Mathematics	en_US
dc.subject	Mathematical literacy	en_US
dc.subject	Modelling	en_US
dc.subject	Applications	en_US
dc.subject	Context	en_US
dc.subject	Content	en_US
dc.title	Context preferences of teachers in South Africa and South Korea for mathematics in schools	en_US
dc.type	Thesis	en_US
dc.rights.holder	University of the Western Cape	en_US
dc.description.country	South Africa