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dc.contributor.authorMbusi, Nokwanda Princess.en_US
dc.descriptionPlease note that only UMP researchers are shown in the metadata. To access the co-authors, please view the full text.en_US
dc.description.abstractSouth African learners perform poorly in mathematics, throughout all the school phases. The training of teachers, especially in the primary school level, has been identified as one of the contributing factors. When pre-service teachers leave training institutions, they are not adequately prepared to teach the mathematical content in the grades for which they have been trained. Added to this is the challenge of insufficient or inadequate material for them to competently teach various topics in the mathematics curriculum. The discrepancy in the material used by South African teacher training institutions to prepare the primary school teachers exacerbates the challenge and calls for the development of relevant material to facilitate the teaching of mathematics with understanding. This paper reports on the process of developing a toolkit for teaching length to intermediate phase learners. Recommendations are also made on possible steps to follow, for other teachers to develop similar toolkits.en_US
dc.publisherUniversity of KwaZulu-Natalen_US
dc.titleThe process of the development of a toolkit to support pre-service teachers' understanding and presentation of length in mathematics classroom.en_US
dc.typeconference proceedingsen_US
dc.relation.conference25th Annual National Congress of the Association for Mathematics Education of South Africa.en_US
dc.relation.publicationProceedings of the 25th annual national congress of the Association for Mathematics Education of South Africa: developing deep mathematical thinking through mathematics teaching.en_US
dc.contributor.affiliationSchool of Early Childhood Educationen_US
item.openairetypeconference proceedings-
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item.cerifentitytypePublications- of Early Childhood Education-
Appears in Collections:Conference Proceeding(s)
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