The Pervading Influence of Cultural Border Crossing and Collateral Learning on the Learner of Science and Mathematics
Articles » Scholarly, peer reviewed
Author/Creator
Anthony N. Ezeife
Canadian Journal of Native Education, vol. 27, no. 2, 2003, pp. 179-194
Description
Examines classroom teaching and learning strategies to uncover what might make science and mathematics more attractive to Indigenous and minority students.