Enhancing noticing: Using a hypothetical learning trajectory to improve pre-service primary teachers' professional discourse

  1. Ivars, P.
  2. Fernández, C.
  3. Llinares, S.
  4. Choy, B.H.
Revue:
Eurasia Journal of Mathematics, Science and Technology Education

ISSN: 1305-8223,  1305-8215

Année de publication: 2018

Volumen: 14

Número: 11

Type: Article

DOI: 10.29333/EJMSTE/93421 GOOGLE SCHOLAR lock_openAccès ouvert editor

Objectifs de Développement Durable

La source de données: Scopus