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Gaps in the spiral progression approach in teaching patterns and algebra.

By: Material type: ArticleArticleDumaguete City Foundation University, 2019Description: x, 121 leaves : ill (col.) 275 cmSubject(s): DDC classification:
  • Y1LG 221 D35 G73  A5 E38 M38 .2019 Y19
Dissertation note: Summary: Aims to identify the gaps in teaching patterns and algebra in relation to the implementation of the K to 12 spiral progression approach; study reveals that the topics that were not fully discussed by the teachers were polynomials specifically the square, cube, and product of a binomial in Grade 7.
List(s) this item appears in: Arts in Education major in Mathematics, Master of
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Thesis Thesis Foundationiana Section, University Records and Archives Center (URAC) Thesis LG 221 D35 G73 A5 E38 M38 .2019 Y19 (Browse shelf(Opens below)) Available 0232024007015001

Thesis Graduate School (MA Art in Education major in Mathematics) -- Foundation University, 2019

Includes bibliographical references and appendices.

Aims to identify the gaps in teaching patterns and algebra in relation to the implementation of the K to 12 spiral progression approach; study reveals that the topics that were not fully discussed by the teachers were polynomials specifically the square, cube, and product of a binomial in Grade 7.

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