Acknowledgement of reviewers: Acknowledgement of reviewers: Acknowledgement of reviewers.
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- Journal of Mathematics Teacher Education, 2024, v. 27, n. 6, p. 1105, doi. 10.1007/s10857-024-09665-z
- Publication type:
- Article
Works matching IS 13864416 AND DT 2024 AND VI 27 AND IP 6
Results: 10
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JMTE, 27(6), November 2024 The knowing-doing duality: a characteristic of mathematics teachers' professional work.
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- Journal of Mathematics Teacher Education, 2024, v. 27, n. 6, p. 879, doi. 10.1007/s10857-024-09663-1
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- Article
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Mathematical knowledge for teaching and mathematics didactic knowledge: a comparative study.
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- Journal of Mathematics Teacher Education, 2024, v. 27, n. 6, p. 1083, doi. 10.1007/s10857-023-09598-z
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- Article
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Comparing how college mathematics instructors and high-school teachers recognize professional obligations of mathematics teaching when making instructional decisions.
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- Journal of Mathematics Teacher Education, 2024, v. 27, n. 6, p. 1055, doi. 10.1007/s10857-023-09595-2
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- Article
5
The professional identities of prospective mathematics teachers who teach through programming.
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- Journal of Mathematics Teacher Education, 2024, v. 27, n. 6, p. 1039, doi. 10.1007/s10857-023-09594-3
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- Article
6
The landscape of US elementary mathematics teacher education: course requirements for mathematics content and methods.
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- Journal of Mathematics Teacher Education, 2024, v. 27, n. 6, p. 1009, doi. 10.1007/s10857-023-09593-4
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- Article
7
Assessing student teachers' procedural fluency and strategic competence in operating and mathematizing with natural and rational numbers.
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- Journal of Mathematics Teacher Education, 2024, v. 27, n. 6, p. 981, doi. 10.1007/s10857-023-09590-7
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8
What motivates and demotivates Estonian mathematics teachers to continue teaching? The roles of self-efficacy, work satisfaction, and work experience: What motivates and demotivates Estonian mathematics...: K. Täht et al.
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- Journal of Mathematics Teacher Education, 2024, v. 27, n. 6, p. 961, doi. 10.1007/s10857-023-09587-2
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- Article
9
Exploring change in secondary mathematics teachers' noticing of argumentation through experiencing peer-assessment strategies: Exploring change in secondary mathematics teachers...: S. Nama, M. Ayalon.
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- Journal of Mathematics Teacher Education, 2024, v. 27, n. 6, p. 915, doi. 10.1007/s10857-023-09586-3
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10
Algebra-focused features of instruction: an integrated investigation of curricular guidance and instructional enactment: Algebra-focused features of instruction: an integrated...: E. Litke et al.
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- Journal of Mathematics Teacher Education, 2024, v. 27, n. 6, p. 885, doi. 10.1007/s10857-023-09573-8
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- Publication type:
- Article