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

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https://hal-univ-paris8.archives-ouvertes.fr/hal-02116937
Contributor : Laboratoire Paragraphe <>
Submitted on : Wednesday, May 1, 2019 - 8:27:30 PM
Last modification on : Tuesday, May 5, 2020 - 11:50:15 AM

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  • HAL Id : hal-02116937, version 1

Citation

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

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