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Die samestelling en evaluering van 'n numeriese remedi"eringsprogram vir skoolbeginners

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dc.contributor.author Van Coller ME en
dc.date.accessioned 2016-09-22T07:16:30Z
dc.date.available 2016-09-22T07:16:30Z
dc.date.created 1992 en
dc.date.submitted 1993 en
dc.identifier.uri http://hdl.handle.net/20.500.11892/9985
dc.description.abstract The aim of this study was to develop a programme, based on existing programmes, to remedy the numeracy problems of children at school entrance. The literature study took into consideration factors that prepare a child for school entrance. The theories of Gagne, Thorndike, Brownell, Bruner, Piaget, Copeland, Cruikshank and Skemp were discussed in terms of their application in the teaching of mathematics. For the empirical research, three of the five Afrikaans TED schools in Potchefstroom were selected at random. The grade 1s for 1992 in these schools constituted the population. Thirty-one with numeracy problems were identified, and ten of them underwent the remedial programme. Further research to create a scientifically verified numeracy remedial programme is strongly recommended on the grounds of this study. A cross-cultural study is also recommended. en
dc.language Afrikaans en
dc.subject Psychology en
dc.subject Clinical psychology en
dc.subject 020 Education en
dc.title Die samestelling en evaluering van 'n numeriese remedi"eringsprogram vir skoolbeginners en
dc.type Masters degree en
dc.description.degree MA en


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