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Please use this identifier to cite or link to this item: https://cris.library.msu.ac.zw//handle/11408/3816
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dc.contributor.authorMtetwa, David
dc.contributor.authorNyikahadzoyi, Maron
dc.contributor.authorNyaumwe, Lovemore J.
dc.contributor.authorChauraya, Million
dc.contributor.authorKwari, Rudo
dc.contributor.authorMukono, Shadreck
dc.date.accessioned2020-07-23T09:54:24Z
dc.date.available2020-07-23T09:54:24Z
dc.date.issued2007
dc.identifier.isbn978-0-620-38630-2
dc.identifier.urihttp://hdl.handle.net/11408/3816
dc.description.abstractWhen Zimbabwe gained her independence in 1980 the new government took aggressive and positive steps to redress historical imbalances. The education sector was democratised . Access and provision of education became available to the majority of school going age children in the country . All teacher education institutions became associate colleges of the University of Zimbabwe.....................................en_US
dc.language.isoenen_US
dc.publisherMarang Centre for Mathematics and Science Educationen_US
dc.relation.ispartofseriesMathematics teachers education : trends across twelve african countries;Jill Adler, Mercy Kadzima, Willy Mwakapenda, Thabiso Nyabanyaba and Surgeon Xolo (ed.)
dc.subjectmathematicsen_US
dc.subjectteacher educationen_US
dc.subjectzimbabween_US
dc.subjectmathematics teacher educationen_US
dc.titleMathematics teacher education in Zimbabween_US
dc.typeBook chapteren_US
item.grantfulltextopen-
item.openairetypeBook chapter-
item.cerifentitytypePublications-
item.fulltextWith Fulltext-
item.languageiso639-1en-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
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