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Author: Zaheera Jina Asvat ORCID 0000-0002-1095-2449
Total results: 7
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ART-BASED AND DIALOGICAL APPROACHES TO TEACHER IDENTITY DEVELOPMENT IN HONOURS-LEVEL TEACHER EDUCATION
B. Wilson-Thomson, Z. Jina Asvat - INTED2025 Proceedings - pages 3842-3847.
EXPLORING THE ROLE OF TEACHER IDENTITY IN ADOPTING DIALOGIC TEACHING PRACTICES IN MATHEMATICS EDUCATION
Z. Jina Asvat orcid - INTED2025 Proceedings - pages 2985-2990.
EXPLORING THE DYNAMICS OF MATHEMATICS TEACHER IDENTITY: A CASE STUDY OF MR. KHAN
Z. Jina Asvat orcid - INTED2025 Proceedings - pages 2452-2457.
FOSTERING ALGEBRAIC FLUENCY: INTEGRATING MANIPULATIVES FOR CONCEPTUAL MASTERY
Z. Jina Asvat orcid, B.P. Stemele orcid - ICERI2024 Proceedings - pages 7594-7598.
PRE-SERVICE TEACHERS' PERCEPTIONS OF THEIR ROLES AS MATHEMATICIANS AND MATHEMATICS EDUCATORS: A QUALITATIVE ANALYSIS
Z. Jina Asvat, T. Dzai - ICERI2024 Proceedings - pages 7357-7361.
INVESTIGATING THE CONNECTION BETWEEN TEACHER KNOWLEDGE AND PRACTICE: AN IN-DEPTH QUALITATIVE STUDY OF FIVE MATHEMATICS EDUCATORS
Z. Jina Asvat orcid - EDULEARN24 Proceedings - pages 10724-10728.
EXAMINING SOUTH AFRICAN TEACHERS' APPROACH TO MATHEMATICS PROBLEM-SOLVING THROUGH LEGITIMATION CODE THEORY
Z. Jina Asvat orcid - EDULEARN24 Proceedings - pages 8935-8943.