RELATIONSHIP BETWEEN LEARNERS' MATHEMATICS-RELATED BELIEF SYSTEMS AND THEIR APPROACH TO NON-ROUTINE MATHEMATICAL PROBLEM SOLVING: A CASE STUDY OF THREE HIGH SCHOOLS IN TSHWANE NORTH DISTRICT (D3), SOUTH AFRICA

Chirove, Munyaradzi; Mogari, David

dc.contributor.author	Chirove, Munyaradzi
dc.contributor.author	Mogari, David
dc.date.accessioned	2017-07-18T09:22:29Z
dc.date.available	2017-07-18T09:22:29Z
dc.date.copyright	© 2014
dc.date.issued	2014-10
dc.identifier.citation	Proceedings: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology. ISTE International Conference on Mathematics, Science and Technology Education 19-23 October 2014. Mopani Camp in Kruger National Park, Limpopo, South Africa. pp	en
dc.identifier.uri	http://hdl.handle.net/10500/22916
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	RELATIONSHIP BETWEEN LEARNERS' MATHEMATICS-RELATED BELIEF SYSTEMS AND THEIR APPROACH TO NON-ROUTINE MATHEMATICAL PROBLEM SOLVING: A CASE STUDY OF THREE HIGH SCHOOLS IN TSHWANE NORTH DISTRICT (D3), SOUTH AFRICA	en
dc.type	Article	en
dc.description.department	Institute for Science and Technology Education (ISTE)	en
dc.rights.holder	© 2014 University of South Africa