Insights into scaling up a nationwide learning and teaching initiative on various levels.
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- Educational Studies in Mathematics, 2019, v. 102, n. 3, p. 395, doi. 10.1007/s10649-018-9826-3
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Works matching IS 00131954 AND DT 2019 AND VI 102 AND IP 3
Results: 8
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Different ways to implement innovative teaching approaches at scale.
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- Educational Studies in Mathematics, 2019, v. 102, n. 3, p. 303, doi. 10.1007/s10649-019-09920-8
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- Article
3
Assessing mathematical thinking as part of curriculum reform in the Netherlands.
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- Educational Studies in Mathematics, 2019, v. 102, n. 3, p. 435, doi. 10.1007/s10649-019-09905-7
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- Article
4
Scaling up innovative learning in mathematics: exploring the effect of different professional development approaches on teacher knowledge, beliefs, and instructional practice.
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- Educational Studies in Mathematics, 2019, v. 102, n. 3, p. 319, doi. 10.1007/s10649-019-09895-6
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- Article
5
Educational policy to improve mathematics instruction at scale: conceptualizing contextual factors.
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- Educational Studies in Mathematics, 2019, v. 102, n. 3, p. 379, doi. 10.1007/s10649-019-09887-6
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- Article
6
A research-informed web-based professional development toolkit to support technology-enhanced mathematics teaching at scale.
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- Educational Studies in Mathematics, 2019, v. 102, n. 3, p. 343, doi. 10.1007/s10649-018-9836-1
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- Article
7
Combining material- and community-based implementation strategies for scaling up: the case of supporting low-achieving middle school students.
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- Educational Studies in Mathematics, 2019, v. 102, n. 3, p. 361, doi. 10.1007/s10649-018-9835-2
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- Article
8
Collaborative design of a reform-oriented mathematics curriculum: contradictions and boundaries across teaching, research, and policy.
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- Educational Studies in Mathematics, 2019, v. 102, n. 3, p. 417, doi. 10.1007/s10649-018-9834-3
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- Article