Matshidiso M Moleko
Biographic Data
| ID | 10175202 |
|---|---|
| NAME | Matshidiso M Moleko |
| GIVEN NAMES | Matshidiso M |
| FAMILY NAME | Moleko |
| SIGNATURE | MOLEKO M M |
| AFFILIATIONS | Tshwane University of Technology |
| ORCID | 0000-0002-1437-7218 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Embracing the Data-Driven Paradigm
The present study investigated the pragmatic implementation and efficacy of data-driven instructional approaches. The complete framework is underpinned by stated objectives, a robust data infrastructure, adaptive practises, and ongoing collaboration. The present study adopted a mixed-methods research design, incorporating qualitative interviews with both academics and students, alongside quantitative evaluations of outcomes from Learning Manageme…
Teaching Fractions in the Intermediate Phase
Fractions are often problematic for learners to fully grasp. Teachers must therefore determine various approaches for teaching fractions to reinforce understanding. More so, teachers need to determine strategies that cater for a diverse learner population and promote meaningful learning. In the quest to find a possible solution to address this challenge, a qualitative study was conducted to demonstrate a neuroscience approach to teaching fraction…
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Teaching Fractions in the Intermediate Phase
Fractions are often problematic for learners to fully grasp. Teachers must therefore determine various approaches for teaching fractions to reinforce understanding. More so, teachers need to determine strategies that cater for a diverse learner population and promote meaningful learning. In the quest to find a possible solution to address this challenge, a qualitative study was conducted to demonstrate a neuroscience approach to teaching fraction…
Embracing the Data-Driven Paradigm
The present study investigated the pragmatic implementation and efficacy of data-driven instructional approaches. The complete framework is underpinned by stated objectives, a robust data infrastructure, adaptive practises, and ongoing collaboration. The present study adopted a mixed-methods research design, incorporating qualitative interviews with both academics and students, alongside quantitative evaluations of outcomes from Learning Manageme…
Computer Science (2 works) · Mathematics education (2 works) · Psychology (2 works) · Analytics (1 work) · Big Data and Business Intelligence (1 work) · Cognitive and developmental aspects of mathematical skills (1 work) · Data science (1 work) · Education Methods and Practices (1 work) · Engineering (1 work) · GRASP (1 work)