Teachers’ professional knowledge and noticing: The case of multiple representations in the mathematics classroom
Crossref DOI link: https://doi.org/10.1007/s10649-014-9577-8
Published Online: 2014-10-11
Published Print: 2015-01
Update policy: https://doi.org/10.1007/springer_crossmark_policy
Dreher, Anika
Kuntze, Sebastian
Text and Data Mining valid from 2014-10-11