|
Title |
Authors/Editors |
Publisher |
Type |
Copies |
|
Assessing early numeracy : significance, trends, nomenclature, context, key topics, learning framework and assessment tasks
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
South African research in mathematical cognition and language in childhood : towards an expanded theoretical framework
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
A learning pathway for whole numbers that informs mathematics teaching in the early years
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
Exploring links between foundation phase teachers’ content knowledge and their example spaces
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
Locating the difference : a comparison of pedagogic strategies in high and low performing schools
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
Place value without number sense : exploring the need for mental mathematical skills assessment within the Annual National Assessments
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
Editorial : children’s conceptual development of mathematics
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
Core knowledge and working memory as prerequisites of early school arithmetic
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
Development of numerical concepts
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
Development of mathematical concepts as basis for an elaborated mathematical understanding
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |