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.
Revista:
Eurasia Journal of Mathematics, Science and Technology Education

ISSN: 1305-8223,  1305-8215

Ano de publicación: 2018

Volume: 14

Número: 11

Tipo: Artigo

DOI: 10.29333/EJMSTE/93421 GOOGLE SCHOLAR lock_openAcceso aberto editor

Obxectivos de Desenvolvemento Sustentable

Fonte de datos: Scopus