FOUNDATION PHASE STUDENTS’ METACOGNITIVE ABILITIES IN MATHEMATICS CLASSES: REFLECTIVE CLASSROOM DISCOURSE USING AN OPEN APPROACH
Problems of Education in the 21st CenturyCilt 2019/77-legacy-4257, Sayı 4
The research findings describe a model of experiential learning that promotes the development of foundation phase student teachers’ metacognitive abilities for mathematics through classroom reflective discourse using an open approach. A case study was carried out on two foundation phase …