Title

Conventionalization of numerals in Tanzania

Document Type

Article

Department

Institute for Educational Development, East Africa

Abstract

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)

Mathematics Teaching

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