When intuitive conceptions overshadow pedagogical content knowledge: Teachers' conceptions of students' arithmetic word problem solving
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Sander Emmanuel; Katarina Gvozdic

Other Publications Educational Studies in Mathematics Year : 2016

When intuitive conceptions overshadow pedagogical content knowledge: Teachers' conceptions of students' arithmetic word problem solving strategies

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Sander Emmanuel

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Katarina Gvozdic

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Humanities and Social Sciences Psychology

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https://hal-univ-paris8.archives-ouvertes.fr/hal-02116937

Submitted on : Wednesday, May 1, 2019-8:27:30 PM

Last modification on : Thursday, October 27, 2022-1:45:02 PM

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hal-02116937 , version 1 (01-05-2019)

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Sander Emmanuel, Katarina Gvozdic. When intuitive conceptions overshadow pedagogical content knowledge: Teachers' conceptions of students' arithmetic word problem solving strategies. 2016. ⟨hal-02116937⟩

When intuitive conceptions overshadow pedagogical content knowledge: Teachers' conceptions of students' arithmetic word problem solving strategies

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