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Search on : VENKAT, HAMSA [Author]
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 Graven, Mellony H. et al. An introduction to early grade mental mathematics and number sense. SAJCE, 2024, vol.14, no.1, p.1-1. ISSN 2223-7682
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 Venkat, Hamsa and Mathews, Corin D. Mental mathematics knowledge for teaching of 'high gain' pre-service teachers. SAJCE, 2024, vol.14, no.1, p.1-9. ISSN 2223-7682
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 Morrison, Samantha, Venkat, Hamsa and Askew, Mike Journeys towards sociomathematical norms in the Foundation Phase. SAJCE, 2021, vol.11, no.1, p.1-8. ISSN 2223-7682
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 Askew, Mike et al. Multiplicative reasoning: An intervention's impact on Foundation Phase learners' understanding. SAJCE, 2019, vol.9, no.1, p.1-10. ISSN 2223-7682
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 Ekdahl, Anna-Lena et al. Weaving in connections: Studying changes in early grades additive relations teaching. SAJCE, 2018, vol.8, no.1, p.1-9. ISSN 2223-7682
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 Roberts, Nicky and Venkat, Hamsa Learning from disruptive classroom behaviour in a Grade 2 mathematics lesson. SAJCE, 2016, vol.6, no.1, p.1-10. ISSN 2223-7682
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 Graven, Mellony et al. Place value without number sense: Exploring the need for mental mathematical skills assessment within the Annual National Assessments. SAJCE, 2013, vol.3, no.2, p.131-143. ISSN 2223-7682
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 Venkat, Hamsa and Graven, Mellony Editorial. SAJCE, 2013, vol.3, no.2, p.i-iv. ISSN 2223-7682
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