Conceptualizing relations between instructional guidance infrastructure (IGI) and teachers’ beliefs about mathematics instruction: Regulative, normative, and cultural-cognitive considerations
Crossref DOI link: https://doi.org/10.1007/s10833-015-9257-1
Published Online: 2015-10-30
Published Print: 2015-11
Update policy: https://doi.org/10.1007/springer_crossmark_policy
Hopkins, Megan
Spillane, James P.
Funding for this research was provided by:
National Science Foundation (DUE–0831835, REC-9873583, EHR-0412510)
Text and Data Mining valid from 2015-10-30
Version of Record valid from 2015-10-30
Article History
First Online: 30 October 2015