What might diversity mean in JMTE?
- Published in:
- Journal of Mathematics Teacher Education, 2022, v. 25, n. 5, p. 503, doi. 10.1007/s10857-022-09552-5
- By:
- Publication type:
- Article
Works matching IS 13864416 AND DT 2022 AND VI 25 AND IP 5
Results: 6
1
2
(Mis)alignment between noticing and instructional quality: the role of psychological and cognitive constructs.
- Published in:
- Journal of Mathematics Teacher Education, 2022, v. 25, n. 5, p. 599, doi. 10.1007/s10857-021-09509-0
- By:
- Publication type:
- Article
3
Special educators' knowledge of student mathematical thinking.
- Published in:
- Journal of Mathematics Teacher Education, 2022, v. 25, n. 5, p. 581, doi. 10.1007/s10857-021-09508-1
- By:
- Publication type:
- Article
4
Learning to design effective professional development: The influence of integrating a coaching tool with an elementary mathematics specialist course assignment.
- Published in:
- Journal of Mathematics Teacher Education, 2022, v. 25, n. 5, p. 555, doi. 10.1007/s10857-021-09507-2
- By:
- Publication type:
- Article
5
The time is out of joint. Teacher subjectivity during COVID-19.
- Published in:
- Journal of Mathematics Teacher Education, 2022, v. 25, n. 5, p. 533, doi. 10.1007/s10857-021-09506-3
- By:
- Publication type:
- Article
6
Using scripting tasks to reveal mathematics teacher candidates' resources for responding to student errors.
- Published in:
- Journal of Mathematics Teacher Education, 2022, v. 25, n. 5, p. 507, doi. 10.1007/s10857-021-09505-4
- By:
- Publication type:
- Article