Mathematics teachers’ conceptual understanding of soft skills in secondary schools in Zambia-Reference-Cited by-同舟云学术

Mathematics teachers’ conceptual understanding of soft skills in secondary schools in Zambia

Published:2022-06-15 Issue:7 Volume:18 Page:em2128
ISSN:1305-8215
Container-title:Eurasia Journal of Mathematics, Science and Technology Education
language:
Short-container-title:EURASIA J Math Sci Tech Ed

Author:

Busaka Chileshe^ORCID,Umugiraneza Odette^ORCID,Kitta Septimi Reuben^ORCID

Publisher

Modestum Ltd

Subject

Applied Mathematics,Education

Link

https://www.ejmste.com/download/mathematics-teachers-conceptual-understanding-of-soft-skills-in-secondary-schools-in-zambia-12160.pdf

Reference75 articles.

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2. Al-Mutawah, M. A., Thomas, R., Eid, A., Mahmoud, E. Y., & Fateel, M. J. (2019). Conceptual understanding, procedural knowledge and problem-solving skills in mathematics: High school graduates’ work analysis and standpoints. International Journal of Education and Practice, 7(3), 258-273. https://doi.org/10.18488/journal.61.2019.73.258.273

3. Ananiadou, K., & Claro, M. (2009). 21st century skills and competences for new millennium learners in OECD countries. OECD Education Working Papers, 41(41). https://doi.org/10.1787/218525261154

4. Aworanti, O. A., Taiwo, M. B., & Iluobe, O. I. (2015). Validation of modified soft skills assessment instrument (MOSSAI) for use in Nigeria. Universal Journal of Educational Research, 3(11), 847-861. https://doi.org/10.13189/ujer.2015.031111

5. Banda, M. (2016). Learner academic performance in both private and public schools: A case of selected schools in Kitwe district [Doctoral dissertation, University of Zambia].

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