Culture, cognition and uncertainty: metacognition in the learning and teaching of probability theory

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dc.contributor.authorBroekmann, Irene Anne
dc.date.accessioned2016-08-30T09:06:39Z
dc.date.available2016-08-30T09:06:39Z
dc.date.issued2016-08-30
dc.descriptionA Research Report submitted to the Faculty of Education, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Master of Education by course-work and research report. Johannesburg, 1992en_ZA
dc.description.abstractThis research report investigates the psychological dimensions in the learning and teaching of probability theory. It begins by outlining some problems arising from the author's own experience in the learning and teaching of probability theory, and develops a theoretical position using the Theory of Activity. This theory places education within the broad social context and recognises the centrality of affective aspects of cognition. [Abbreviated abstract. Open document to view full version]
dc.identifier.urihttp://hdl.handle.net/10539/20977
dc.language.isoenen_ZA
dc.subject.lcshMathematics--Study and teaching--South Africa--Psychological aspects
dc.subject.lcshProbabilities--Study and teaching--South Africa.
dc.subject.lcshLearning, Psychology of
dc.titleCulture, cognition and uncertainty: metacognition in the learning and teaching of probability theoryen_ZA
dc.typeThesisen_ZA

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