When intuitive conceptions overshadow pedagogical content knowledge: Teachers' conceptions of students' arithmetic word problem solving strategies - Archive ouverte HAL Access content directly
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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hal-02116937 , version 1 (01-05-2019)

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  • HAL Id : hal-02116937 , version 1

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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⟩
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