Linda Bosman Publications

Bosman, L. (2021). Early learning development area: knowledge and understanding of the world. In Ebrahim, H., Waniganayake, M., Hannaway, D. & Modise, M. Curriculum, Pedagogy and Assessment: A Handbook on Early Childhood Education in South Africa. Midrand: Pearson Institute.

Bosman, L. (2021). Pedagogical documentation. In Ebrahim, H., Waniganayake, M., Hannaway, D. & Modise, M. Curriculum, Pedagogy and Assessment: A Handbook on Early Childhood Education in South Africa. Midrand: Pearson Institute.

Bosman, L. (2020). Teaching science through inquiry in the Foundation Phase (pp. 73 – 128). In Naudé, M. & Meier, C. (Ed). Teaching Life Skills in the Foundation Phase (2 nd ed). Pretoria: Van Schaik Publishers. ISBN: 978-0-627-03724-5. https://www.vanschaiknet.com/book/view/483

Bosman, L., Naudé, M., Maree, S., Ramorola, Z., & Dicker, A. (2019). How Foundation Phase learners develop a number concept. In Naudé, M. & Meier, C. (Ed). Teaching Foundation Phase Mathematics: A guide for South African students and teachers. Pretoria: Van Schaik Publishers. https://www.vanschaiknet.com/book/view/447

Bosman, L. (2019). Patterns, functions and algebra in the Foundation Phase. In Naudé, M. & Meier, C. (Ed). Teaching Foundation Phase Mathematics: A guide for South African students and teachers. Pretoria: Van Schaik Publishers. https://www.vanschaiknet.com/book/view/447

Wiese, R., Bosman, L., van Heerden, J.C., Joubert, I. (2018). Ondersteuningstrategieë vir gedragsbevoegdheid by grondslagfaseleerders met aandagtekort- /
hiperaktiwiteitsversteuring, LitNet Akademies Vol. 15 (1), http://www.litnet.co.za/ondersteuningstrategiee-vir-gedragsbevoegdheid-grondslagfaseleerders-met-aandagtekort-hiperaktiwiteitsversteuring/

Bosman, L (2017). Implementability of inquiry-based science education in the Foundation Phase classroom. Unpublished PhD thesis, University of Pretoria. Available at: https://repository.up.ac.za/handle/2263/61365

Fraser, W., Ferreira, R., Abrie, M., Van Heerden, J., Botha, M., Bosman, L., De Jager, L., Van Putten, S., Kazeni, M. & Coetzee, S (2016). The views of student teachers on the development of their teacher identities. EDULEARN16. ISBN: 978-84-608-8860-4. https://library.iated.org/view/FRASER2016VIE

Bosman, L. (2016). Teaching science through inquiry in the Foundation Phase (pp. 67 – 116). In Naudé, M. & Meier, C. (Ed). Teaching Life Skills in the Foundation Phase. Pretoria: Van Schaik Publishers. ISBN: 978 0 627 03389 6

Joubert, I., Bosman L. & Venketsamy, R. (2016). Rethinking assessment and Home Language-based education in the Foundation Phase, In Assessment in the Foundation Phase. Pretoria: Van Schaik. ISBN: 987 0 627 03494 7. https://www.vanschaiknet.com/book/view/391

Hartell, C. & Bosman, L. (2015). Beplanning van ‘n navorsingsvoorstel vir nagraadse studie (pp. 19 – 49). In Joubert, J.C., Hartell, C. & Lombard, K. Navorsing: ‘n gids vir die beginner navorser. Pretoria: Van Schaik Uitgewers. https://www.vanschaiknet.com/book/view/346 Bosman, L., Naudé, M., Maree, S., Ramorola, Z., & Dicker, A. (2015). Ontwikkeling van getalbegrip by leerders in die Grondslagfase. In Naudé, M. & Meier, C. (Red). Wiskunde- onderrig in die Grondslagfase: ‘n Gids vir Suid-Afrikaanse studente en onderwysers. Pretoria: Van Schaik Uitgewers.

Bosman, L. (2015). Patrone, funksies en algebra in die Grondslagfase. In Naudé, M. & Meier, C. (Red). Wiskunde-onderrig in die Grondslagfase: ‘n Gids vir Suid-Afrikaanse studente en onderwysers. Pretoria: Van Schaik Uitgewers.