When Aids goes to a Mathematics Class: Is it a hindrance or a source for revising the Mathematics Classroom Culture?
| dc.contributor.author | SETHOLE, G, Adler, J & Vithal, R | |
| dc.date.accessioned | 2025-02-07T09:29:37Z | |
| dc.date.available | 2025-02-07T09:29:37Z | |
| dc.date.issued | 2003 | |
| dc.description.abstract | This study investigates learner-centered pedagogy within an outcomes-based education framework, emphasizing its significance in Mathematics Education. It explores the evolving culture of mathematics classrooms that incorporate HIV & AIDS statistics as learning points. Specifically, the article examines how these statistics can be effectively integrated into Mathematics lessons to encourage critical reflection and support the cross-curricular inclusion of HIV & AIDS education in South Africa. | |
| dc.identifier.issn | 1810-4940 | |
| dc.identifier.uri | https://knuspace.nkrumah.edu.zm/handle/123456789/105 | |
| dc.language.iso | en | |
| dc.publisher | NKRUJORE | |
| dc.relation.ispartofseries | Vol. 1 Nos. 1&2 | |
| dc.title | When Aids goes to a Mathematics Class: Is it a hindrance or a source for revising the Mathematics Classroom Culture? | |
| dc.type | Article |