Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310356
Title: The nature of the folding back phenomenon within the Pirie-Kieren theory for the growth of mathematical understanding and the associated implications for teachers and learners of mathematics.
Author: Martin, Lyndon C.
Awarding Body: University of Oxford
Current Institution: University of Oxford
Date of Award: 1999
Availability of Full Text:
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Abstract:
No abstract available
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.310356  DOI: Not available
Keywords: Teacher intervention; Peer; Mathematics Education Mathematics
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