Supporting teachers’ technological pedagogical content knowledge of fractions through co-designing a virtual manipulative
Crossref DOI link: https://doi.org/10.1007/s10857-016-9344-0
Published Online: 2016-02-13
Published Print: 2016-04
Update policy: https://doi.org/10.1007/springer_crossmark_policy
Hansen, Alice
Mavrikis, Manolis
Geraniou, Eirini
Funding for this research was provided by:
Seventh Framework Programme (318051)
License valid from 2016-02-13