{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/10309"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/10309","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"Student mathematical writing, pedagogic practice and quality learning : a comparative analysis of student productions at two schools","abstract":"This study was initiated by a larger research project, the Learner Progress and Achievement Study (LPAS) which was based at the School of Education at the University of Cape Town. In the initial stages of the LPAS, their focus was on \"the quality of learning\", and it is this concern which underpinned my study. During this stage of the LPAS teachers were not comfortable with having lessons observed or taped, although they were happy for researchers to interview them and have access to students' writing.","abstract_html":"This study was initiated by a larger research project, the Learner Progress and Achievement Study (LPAS) which was based at the School of Education at the University of Cape Town. In the initial stages of the LPAS, their focus was on "the quality of learning", and it is this concern which underpinned my study. 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In the initial stages of the LPAS, their focus was on \"the quality of learning\", and it is this concern which underpinned my study. During this stage of the LPAS teachers were not comfortable with having lessons observed or taped, although they were happy for researchers to interview them and have access to students' writing."]},{"key":"dc:title","label":"Title","values":["Student mathematical writing, pedagogic practice and quality learning : a comparative analysis of student productions at two schools"]}]}],"canonical_facts":{"dc:creator":["Collins, Heather"],"dc:date.accessioned":["2014-12-27T19:52:43Z"],"dc:date.available":["2014-12-27T19:52:43Z"],"dc:date.issued":["2001"],"dc:description":["Bibliography: leaves 168-175."],"dc:description.abstract":["This study was initiated by a larger research project, the Learner Progress and Achievement Study (LPAS) which was based at the School of Education at the University of Cape Town. 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