| |
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 |
 |
Early childhood development in South Africa - progress since the end of apartheid
|
|
Taylor & Francis Online, London |
E-Journals |
1 |
 |
How inclusive education is understood by principals of independent schools
|
|
Taylor & Francis Online, London |
E-Journals |
1 |
|
|
Improving preschoolers’ numerical abilities by enhancing the home numeracy environment
|
|
Taylor & Francis Online, London |
E-Journals |
1 |
 |
Inequities and lack of professionalisation of early childhood development practice hinder opportunities for mathematics stimulation and realisation of South African policy on quality education for all
|
|
Taylor & Francis Online, London |
E-Journals |
1 |
|
|
Playing with maths: implications for early childhood mathematics teaching from an implementation study in Melbourne, Australia
|
|
Taylor & Francis Online, London |
E-Journals |
1 |
 |
Purposeful pauses: teacher talk during early childhood mathematics activities
|
|
Taylor & Francis Online, London |
E-Journals |
1 |
 |
The relationship between pre-service trainee teachers and learners in the foundation phase
|
|
Taylor & Francis Online, London |
E-Journals |
1 |
 |
Transition of children from preschool and home contexts to grade 1 in two township primary schools in South Africa
|
|
Taylor & Francis Online, London |
E-Journals |
1 |
