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Download full textLovemore, Tarryn S.; Robertson, Sally-Ann; Graven, Mellony – South African Journal of Childhood Education, 2021
Background: Mathematics education is a significant issue in the South African context. Learners' achievement levels are markedly low as suggested by both national and international studies. The teaching and learning of fractions in particular have been identified as challenging. Aim: The aim of this article is to share some of the outcomes derived…
Descriptors: Fractions, Mathematics Instruction, Teaching Methods, Interdisciplinary Approach
