Conventionalization of numerals in Tanzania
Institute for Educational Development, East Africa
The supposed pre-eminence of an external examination can exert a disproportionate influence on a curriculum and the associated learning and teaching. Teaching can easily subordinate learning and understanding to curriculum coverage if the society develops a culture that appears to make such demands. This study focuses on Tanzania and provides the detail to support the notion that it really doesn’t have to be that way.
Publication ( Name of Journal)
(2012). Conventionalization of numerals in Tanzania. Mathematics Teaching, 227, 15-22.
Available at: https://ecommons.aku.edu/eastafrica_ied/41