Conventialization of Numerals in Tanzania

Autor/in	Kajoro, Peter
Titel	Conventialization of Numerals in Tanzania
Quelle	In: Mathematics Teaching, (2012) 227, S.15-21 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5785
Schlagwörter	Foreign Countries; Comprehension; Mathematics Instruction; Arithmetic; Mathematical Concepts; Concept Formation; Teaching Methods; Professional Development; Teacher Improvement; Educational Quality; Computation; Numeracy; Teacher Education; Tanzania + Suchen Sie Ihr Suchwort? Ausland; Verstehen; Verständnis; Mathematics lessons; Mathematikunterricht; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Quality of education; Bildungsqualität; Rechenkompetenz; Lehrerausbildung; Lehrerbildung; Tansania
Abstract	The supposed pre-eminence of an external examination can exert a disproportionate influence on a curriculum and the associated learning and teaching. Teaching can easily subordinate learning and understanding to curriculum coverage if the society develops a culture that appears to make such demands. This study focuses on Tanzania and provides the detail to support the notion that "it really doesn't have to be that way". (As Provided).
Anmerkungen	Association of Teachers of Mathematics. Unit 7 Prime Industrial Park, Shaftesbury Street, Derby, DE23 8YB, UK. Tel: +44-1332-346599; e-mail: admin@atm.org.uk; Web site: http://www.atm.org.uk/mt/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10