Active learning approaches in mathematics education at uni- versities in Ethiopia: the discre- pancies between policy and practice
This article aims to examine the extent to which active learning approaches are implemented in mathematics classrooms in selected Ethiopian universities. Constructivist learning theories are used as conceptual framework. In a mixed-methods sequential explanatory design, four universities in one sta...
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| Autori principali: | , |
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| Natura: | Artigo |
| Lingua: | Inglês |
| Pubblicazione: |
University of the Free State
2012-04-01
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| Serie: | Acta Academica |
| Accesso online: | http://196.255.246.28/index.php/aa/article/view/1354 |
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