Mathematicians and teachers sharing perspectives on teaching whole number arithmetic: boundary-crossing in professional development
Crossref DOI link: https://doi.org/10.1007/s11858-018-0995-4
Published Online: 2018-09-05
Published Print: 2019-04
Update policy: https://doi.org/10.1007/springer_crossmark_policy
Cooper, Jason http://orcid.org/0000-0003-0818-8688
Funding for this research was provided by:
Israel Science Foundation (615/13)
Text and Data Mining valid from 2018-09-05
Article History
Accepted: 27 August 2018
First Online: 5 September 2018