Prospective Secondary Teachers’ Emergent Knowledge and Beliefs: Inquiry-Oriented Differential Equations Contributing to Teacher Preparation
This article reports on the evolution of prospective secondary teachers’ knowledge (meanings for dy/dt) and beliefs (about teaching and learning mathematics) in a semester-long inquiry-oriented differential equations class. Students entered the course with limited, primarily procedural, meanings for...
محفوظ في:
| المؤلف الرئيسي: | |
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| مؤلفون آخرون: | , , |
| التنسيق: | article |
| منشور في: |
2023
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| الوصول للمادة أونلاين: | http://hdl.handle.net/10725/17364 https://doi.org/10.1007/s11858-023-01469-4 http://libraries.lau.edu.lb/research/laur/terms-of-use/articles.php https://link.springer.com/article/10.1007/s11858-023-01469-4 |
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