Full Text Available
Note: Clicking the button above will open the full text document at the original institutional repository in a new window.
Mathematics teachers' professional noticing as an immanent feature of Lesson Study
Dissertation (MEd (Mathematics))--University of Pretoria, 2024.
Saved in:
| Other Authors: | |
|---|---|
| Format: | Thesis |
| Language: | English |
| Published: |
University of Pretoria
2025
|
| Subjects: | |
| Tags: |
No Tags, Be the first to tag this record!
|
Similar Items: Mathematics teachers' professional noticing as an immanent feature of Lesson Study
- Mathematics teachers' professional noticing as an immanent feature of Lesson Study
- Exploring pre-service mathematics teachers' knowledge of learner thinking within the lesson study context
- Mathematics teachers’ reflective practices within the Lesson Study context
- Realistic Mathematics Education and Professional Development: A Case Study of the Experiences of Primary School Mathematics Teachers in Namibia
- Teachers’ development of mathematical knowledge for teaching trigonometric functions through Lesson Study
- Teachers’ questions matter : exploring the attributes of mathematics teachers’ questions within the Lesson Study context