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Please use this identifier to cite or link to this item: https://openscholar.ump.ac.za/handle/20.500.12714/414
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dc.contributor.authorMbusi, Nokwanda Princess.en_US
dc.date.accessioned2022-03-09T12:24:47Z-
dc.date.available2022-03-09T12:24:47Z-
dc.date.issued2021-
dc.identifier.urihttps://openscholar.ump.ac.za/handle/20.500.12714/414-
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.abstractThe aim of this study was to explore the use of Bachelor of Education (BEd) students’ faulty reasoning in geometric translations, in designing a Van Hiele phase-based instructional programme that could address such faulty reasoning.en_US
dc.language.isoenen_US
dc.publisherAOSISen_US
dc.relation.ispartofSouth African Journal of Childhood Educationen_US
dc.subjectErrors and misconceptions.en_US
dc.subjectVan Hiele theory.en_US
dc.subjectInstructional design.en_US
dc.subjectGeometric translations.en_US
dc.subjectIntervention.en_US
dc.titleMapping pre-service teachers’ faulty reasoning in geometric translations to the design of Van Hiele phase-based instruction.en_US
dc.typejournal articleen_US
dc.identifier.doi10.4102/sajce.v11i1.871-
dc.contributor.affiliationSchool of Early Childhood Educationen_US
dc.relation.issn2223-7682en_US
dc.description.volume11en_US
dc.description.issue1en_US
dc.description.startpage1en_US
dc.description.endpage11en_US
item.openairecristypehttp://purl.org/coar/resource_type/c_6501-
item.fulltextWith Fulltext-
item.openairetypejournal article-
item.cerifentitytypePublications-
item.grantfulltextopen-
item.languageiso639-1en-
crisitem.author.deptSchool of Early Childhood Education-
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