The ongoing development of mathematics teachers' knowledge and practice: considering possibilities, complexities, and measures of teacher learning

被引：0

作者：

Lloyd, Gwendolyn M. ^{[1
]}

机构：

[1] Penn State Univ, University Pk, PA 16802 USA

来源：

JOURNAL OF MATHEMATICS TEACHER EDUCATION | 2013年 / 16卷 / 03期

关键词：

D O I：

10.1007/s10857-013-9239-2

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

引用

页码：161 / 164

页数：4

共 50 条

[1] The ongoing development of mathematics teachers’ knowledge and practice: considering possibilities, complexities, and measures of teacher learning
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