Teachers’ pedagogical content knowledge in teaching word problem solving strategies
- Standort
-
Deutsche Nationalbibliothek Frankfurt am Main
- ISSN
-
1863-9704
- Umfang
-
Online-Ressource
- Sprache
-
Englisch
- Anmerkungen
-
online resource.
- Erschienen in
-
Teachers’ pedagogical content knowledge in teaching word problem solving strategies ; volume:52 ; number:1 ; day:13 ; month:12 ; year:2019 ; pages:165-178 ; date:4.2020
ZDM ; 52, Heft 1 (13.12.2019), 165-178, 4.2020
- Urheber
-
Csíkos, Csaba
Szitányi, Judit
- Beteiligte Personen und Organisationen
-
SpringerLink (Online service)
- DOI
-
10.1007/s11858-019-01115-y
- URN
-
urn:nbn:de:101:1-2020051501273508399066
- Rechteinformation
-
Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
- Letzte Aktualisierung
-
14.08.2025, 10:49 MESZ
Datenpartner
Dieses Objekt wird bereitgestellt von:
Deutsche Nationalbibliothek. Bei Fragen zum Objekt wenden Sie sich bitte an den Datenpartner.
Deutsche Nationalbibliothek. Bei Fragen zum Objekt wenden Sie sich bitte an den Datenpartner.
Beteiligte
- Csíkos, Csaba
- Szitányi, Judit
- SpringerLink (Online service)
Ähnliche Objekte (12)
Teaching Research Methodologies in Education: Teachers’ Pedagogical Practices in Portugal
Pre-service teachers’ evidence-based reasoning during pedagogical problem-solving: better together?
Pre-service teachers’ evidence-based reasoning during pedagogical problem-solving: better together?
Pre-service secondary teachers’ pedagogical content knowledge for the teaching of mathematical modelling
Pre-service secondary teachers’ pedagogical content knowledge for the teaching of mathematical modelling
Teachers' pedagogical thinking : theoretical landscapes, practical challenges
Teachers’ pedagogical beliefs in Norwegian school makerspaces
The effect of short online pedagogical training on university teachers’ interpretations of teaching–learning situations
Unpacking secondary school technology teachers’ interpretations and experiences of teaching ‘problem-solving’
A New Pedagogical Model for Teaching Arithmetic
A New Pedagogical Model for Teaching Arithmetic
Vocational teachers’ perspective toward Technological Pedagogical Vocational Knowledge
Teaching Research Methodologies in Education: Teachers’ Pedagogical Practices in Portugal
Pre-service teachers’ evidence-based reasoning during pedagogical problem-solving: better together?
Pre-service teachers’ evidence-based reasoning during pedagogical problem-solving: better together?
Pre-service secondary teachers’ pedagogical content knowledge for the teaching of mathematical modelling
Pre-service secondary teachers’ pedagogical content knowledge for the teaching of mathematical modelling
Teachers' pedagogical thinking : theoretical landscapes, practical challenges
Teachers’ pedagogical beliefs in Norwegian school makerspaces
The effect of short online pedagogical training on university teachers’ interpretations of teaching–learning situations
Unpacking secondary school technology teachers’ interpretations and experiences of teaching ‘problem-solving’
A New Pedagogical Model for Teaching Arithmetic
A New Pedagogical Model for Teaching Arithmetic
Vocational teachers’ perspective toward Technological Pedagogical Vocational Knowledge
Teaching Research Methodologies in Education: Teachers’ Pedagogical Practices in Portugal
Pre-service teachers’ evidence-based reasoning during pedagogical problem-solving: better together?
Pre-service teachers’ evidence-based reasoning during pedagogical problem-solving: better together?
Pre-service secondary teachers’ pedagogical content knowledge for the teaching of mathematical modelling
Pre-service secondary teachers’ pedagogical content knowledge for the teaching of mathematical modelling
Teachers' pedagogical thinking : theoretical landscapes, practical challenges
Teachers’ pedagogical beliefs in Norwegian school makerspaces
The effect of short online pedagogical training on university teachers’ interpretations of teaching–learning situations
Unpacking secondary school technology teachers’ interpretations and experiences of teaching ‘problem-solving’
A New Pedagogical Model for Teaching Arithmetic
A New Pedagogical Model for Teaching Arithmetic