When intuitive conceptions overshadow pedagogical content knowledge: Teachers’ conceptions of students’ arithmetic word problem solving strategies
Crossref DOI link: https://doi.org/10.1007/s10649-018-9806-7
Published Online: 2018-03-02
Published Print: 2018-06
Update policy: https://doi.org/10.1007/springer_crossmark_policy
Gvozdic, Katarina http://orcid.org/0000-0002-3790-9125
Sander, Emmanuel
Funding for this research was provided by:
Fonds d'expérimentation pour la jeunesse (ACE_HAP_10)
Text and Data Mining valid from 2018-03-02
Article History
First Online: 2 March 2018