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Accreditation not Aggravation
ARTICLE

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Adults Learning Mathematics Volume 9, Number 2,

Abstract

This paper describes an action research project that investigated a range of activities to improve learners' mathematical communication skills. It also gives details of a subsequent case study that illustrates how technology can provide a means of overcoming some of the difficulties learners and tutors face in communicating about numeracy, while developing confidence and enhancing skills in a rapidly changing learning environment.

Citation

Moss, C. & Archer, J. (2014). Accreditation not Aggravation. Adults Learning Mathematics, 9(2), 79-83. Retrieved November 29, 2021 from .

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Keywords