| |
Title |
Authors/Editors |
Publisher |
Type |
Copies |
 |
Comparative studies in mathematics literacy/education: a literature review
|
|
Taylor & Francis Online, London |
E-Journals |
1 |
 |
Continuing professional teacher development (CPTD): a national and international perspective
|
|
Taylor & Francis Online, London |
E-Journals |
1 |
 |
Cultural transformation for inclusion: what is needed? A South African perspective
|
|
SAGE Journals, Thousand Oaks, CA |
E-Journals |
1 |
 |
Conflicting discourses of private nursery entrepreneurs in KwaZulu-Natal, South Africa
|
|
SAGE Journals, Thousand Oaks, CA |
E-Journals |
1 |
|
|
Children’s mathematical and verbal competence in different early education and care programmes in Australia
|
|
SAGE Journals, Thousand Oaks, CA |
E-Journals |
1 |
 |
Children's learning in the diverse sociocultural context of South Africa
|
|
Taylor & Francis Online, London |
E-Journals |
1 |
 |
Community-based learning to support South African early group care
|
|
Taylor & Francis Online, London |
E-Journals |
1 |
 |
Children as agents in early childhood education
|
|
Taylor & Francis Online, London |
E-Journals |
1 |
 |
Curriculum and assessment policy statement. Foundation phase : Grades 1-3, IsiZulu mathematics
|
|
Department: Basic Education, Pretoria |
E-Books |
1 |
 |
Curriculum and assessment policy statement. Foundation phase : Grades 1-3, Siswati mathematics
|
|
Department: Basic Education, Pretoria |
E-Books |
1 |
