Using enaction to evolve from pre-Covid to post-Covid pedagogy: a case study with South African mathematics teachers
Crossref DOI link: https://doi.org/10.1007/s11858-022-01416-9
Published Online: 2022-08-16
Published Print: 2023-02
Update policy: https://doi.org/10.1007/springer_crossmark_policy
Callaghan, Ronel
Joubert, Jody http://orcid.org/0000-0001-5735-852X
Engelbrecht, Johann
Text and Data Mining valid from 2022-08-16
Version of Record valid from 2022-08-16
Article History
Accepted: 30 July 2022
First Online: 16 August 2022
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