Factors influencing students’ proficiency development in the fraction domain: the role of teacher cognitions and behaviour
Author:
Affiliation:
1. Eindhoven School of Education, Eindhoven University of Technology, Eindhoven, The Netherlands
Funder
Netherlands Organization for Scientific Research
Netherlands Organisation for Scientific Research
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/02671522.2017.1390595
Reference57 articles.
1. Auditing Quality of Research in Social Sciences
2. Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress
3. Applying the Rasch Model
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