Zobrazeno 1 - 10
of 22
pro vyhledávání: '"Nosisi Feza"'
Publikováno v:
South African Journal of Education, Vol 35, Iss 1, Pp 01-10 (2015)
The creation of an environment conducive to learning is vitally important in the academic achievement of learners. Such an environment extends beyond the classroom and school to include the home. It is from these environments that learners draw resou
Externí odkaz:
https://doaj.org/article/a8c5f8bcc2f7460186b9d8ab9a8a2df6
Autor:
Nosisi Feza, Paul Webb
Publikováno v:
Pythagoras, Vol 0, Iss 62, Pp 36-47 (2005)
A number of researchers in mathematical education assert that the instruction in geometry offered in South African schools is inadequate and that traditional teaching strategies do little to promote teachers understandings of their learners’ levels
Externí odkaz:
https://doaj.org/article/e5f470f43e89487d8e8b8c78328b158b
Autor:
Nosisi Feza
Publikováno v:
Africa Education Review. 15:72-84
South Africa’s esteem is low with regard to current learner achievement in mathematics. Results from international studies, such as TIMMS and SACMEQ, continuously indicate that South African learners perform below international benchmarks in mathem
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5ae16b37302c07985e215a604961c87c
https://doi.org/10.1080/18146627.2016.1241673
https://doi.org/10.1080/18146627.2016.1241673
Autor:
Ashebir Sidelil Sebsibe, Nosisi Feza
Publikováno v:
International Electronic Journal of Mathematics Education. 15
Conceptual understanding of calculus is crucial in the fields of applied sciences, business, and engineering and technology subjects. However, the current status indicates that students possess only procedural knowledge developed from rote learning o
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::966c34db0490e8b4fdd3176a0495e639
https://doi.org/10.29333/iejme/6294
https://doi.org/10.29333/iejme/6294
Autor:
Nosisi Feza, Sirak Tsegaye Yimer
Publikováno v:
International Electronic Journal of Mathematics Education. 15
This study examined the influence of the jigsaw co-operative learning strategy integrated with GeoGebra (JCLGS), on Ethiopian undergraduate statistics and chemistry learners’ conceptual knowledge development and attitudinal change towards calculus.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ab4123922c1bba015a554451913c4a4c
https://doi.org/10.29333/iejme/5936
https://doi.org/10.29333/iejme/5936
Autor:
Nosisi Feza
Publikováno v:
Early Childhood Education
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::b663b39d6d2d9a79adee4bd4fba48789
http://www.intechopen.com/articles/show/title/black-students-rich-mathematical-experiences-mathematics-concepts-and-xhosa-cultural-games-for-recep
http://www.intechopen.com/articles/show/title/black-students-rich-mathematical-experiences-mathematics-concepts-and-xhosa-cultural-games-for-recep
Publikováno v:
Electronic Journal of Research in Educational Psychology. Número 39 Vol.14 (2), 1 de Septiembre de 2016
espanolIntroduccion. A traves de la iniciativa de una educacion para todos, una serie de sistemas de educacion han sido capaces de proporcionar acceso a sus estudiantes en el nivel de educacion basica. El principal reto es que la mayoria de estos alu
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::8564b568f594e8461fd72093c9cda231
https://doi.org/10.14204/ejrep.39.15038
https://doi.org/10.14204/ejrep.39.15038
Autor:
Nosisi Feza, Bongani D. Bantwini
Publikováno v:
International Journal of Leadership in Education. :1-16
This case study explores the plight of some farm schoolteachers in a school district in the Eastern Cape province, South Africa and their feelings of neglect in the new democratic society. Through interviews and a teaching observation analysis, this
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a0bb538c5095ae67ed7c6bf52296196a
https://doi.org/10.1080/13603124.2015.1124927
https://doi.org/10.1080/13603124.2015.1124927