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Open Access Library Journal
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Open Access Library Journal
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"
The Mathematics Teachers Shift from the Traditional Teacher-Centred Classroom to a More Constructivist Student-Centred Epistemology
"
written by
Iliya Joseph Bature
,
published by
Open Access Library Journal
,
Vol.7 No.5, 2020
has been cited by the following article(s):
Google Scholar
CrossRef
[1]
Inquiry-based mathematics education: a call for reform in tertiary education seems unjustified
arXiv preprint arXiv:2206.12149
,
2022
[2]
Flipped Classroom in Restorative Dentistry: A First Test Influenced by the Covid-19 Pandemic
Oral Health Prev Dent
,
2022
[3]
Contribution of faculty education to teaching with respect to teachers' views
Journal of STEM Teacher Institutes
,
2022
[4]
Systematic Mapping: A Study of Gamified Education Tool for Teaching Basic Mathematics in Flexible Learning Option (FLO)
Proceedings of the 6th …
,
2022
[5]
Promoting a Pedagogical Shift from Didactic Teacher-Centered to Participatory Student-Centered Learning by Harnessing the Portability and Versatility of Mobile …
Art and Design Review
,
2022
[6]
EXAMINING THE RELATIVE EFFECTIVENESS OF THE CULTURO-TECHNO-CONTEXTUAL APPROACH ON SENIOR SECONDARY SCHOOL STUDENTS' …
2022
[7]
Integrating digital devices and (social media) applications during lecture time in a Saudi University: Students' and lecturers' views on blended synchronous …
2022
[8]
An Agent-Based Evaluation Model of Students' Emotional Engagement in Classroom
International Journal of Advanced Computer Science and Applications
,
2021
[9]
Curricula and cultural diversity: a culturally responsive curriculum for Roma students of primary education
2021
[10]
Students Engagements Patterns during Mathematics Classroom Practice
2020
[11]
Exploring Student-Centered Learning at Nigerian Public Higher Education Institutions
[12]
Exploring A-level mathematics teachers' teaching practices and use of technology
[1]
Inquiry-based mathematics education: a call for reform in tertiary education seems unjustified
STEM Education
,
2022
DOI:
10.3934/steme.2022014
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