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dc.contributor.advisorMuthukrishna, Anbanithi.
dc.creatorThusi, Zandile Elizabeth.
dc.date.accessioned2010-11-20T09:14:18Z
dc.date.available2010-11-20T09:14:18Z
dc.date.created2004
dc.date.issued2004
dc.identifier.urihttp://hdl.handle.net/10413/1847
dc.descriptionThesis (M.Ed.)-University of KwaZulu-Natal, 2004.en_US
dc.description.abstractThe aim of the study was to investigate whether self-regulated learners are developed in Grade 8 mathematics classrooms. The research was conducted at Khula High School, which is situated at Magabheni, near Umkomaas in Kwa-Zulu Natal. Qualitative research approach was adopted for the study. Data was collected through the observation of one Grade 8 mathematics class. A total of eight mathematics lessons were observed and a semi-structured interview was conducted with the mathematics teacher. The findings of the study reveal that the educator did try to develop self-regulated learners through the use of teaching strategies that match the requirements of Outcomes Based Education.en_US
dc.language.isoenen_US
dc.subjectMathematics--Study and teaching (Secondary)--South Africa.en_US
dc.subjectMathematics--Study and teaching (Secondary)--Psychological aspects.en_US
dc.subjectSelf-control in children.en_US
dc.subjectTheses--Education.en_US
dc.titleAre we developing self-regulated learners in grade 8 mathematics classrooms : a case study conducted at a high school in KwaZulu-Natal.en_US
dc.typeThesisen_US


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