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The effect of cooperative and whole-class learning structures on mathematical problem solving - by Heba Salim Tabbara
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| dc.contributor.author | Tabbara, Heba Salim |
| dc.date.accessioned | 2012-06-13T06:45:04Z |
| dc.date.available | 2012-06-13T06:45:04Z |
| dc.date.issued | 1998 |
| dc.identifier.uri | http://hdl.handle.net/10938/5557 |
| dc.description | Thesis (M.A.) -American University of Beirut. Department of Education, 1998;"Advisor: Dr. Murad Jurdak, Professor, Education--Member of Committee: Dr. Saouma BouJaoude, Associate Professor, Education--Member of Committee: Dr. Samar Mukkalid, Assistant Pro |
| dc.description | References: leaves 106-115 |
| dc.description.abstract | The purpose of the study was to investigate the effect of the classroom learning structure (Cooperative vs. whole-class instruction) on mathematical problem-solving performance as measured by the SOLO taxonomy. Moreover, this study investigated aptitude-t |
| dc.format.extent | xi, 115 leaves : tables |
| dc.language.iso | eng |
| dc.relation.ispartof | Theses, Dissertations, and Projects |
| dc.subject.classification | T:003871 AUBNO |
| dc.subject.lcsh | Mathematics -- Study and teaching |
| dc.subject.lcsh | Team learning approach in education |
| dc.title | The effect of cooperative and whole-class learning structures on mathematical problem solving - by Heba Salim Tabbara |
| dc.type | Thesis |
| dc.contributor.department | American University of Beirut. Faculty of Arts and Sciences. Department of Education |
