“Children know more than I think they do”: the evolution of one teacher’s views about equitable mathematics teaching
Crossref DOI link: https://doi.org/10.1007/s10857-017-9384-0
Published Online: 2017-08-24
Published Print: 2019-04
Update policy: https://doi.org/10.1007/springer_crossmark_policy
Felton-Koestler, Mathew D.
Funding for this research was provided by:
National Foundation for Science and Technology Development (DUE-1035330)
Text and Data Mining valid from 2017-08-24
Article History
First Online: 24 August 2017