%PDF-1.4
%
1 0 obj
<>stream
application/pdf
10.1080/13664530.2020.1763443
en
Moving from traditional to responsive mathematics classrooms: a proposition of an intervention model
Frode Olav Haara
Knut Steinar Engelsen
Kari Smith
Routledge
Teacher Development, 2020. doi:10.1080/13664530.2020.1763443
Teacher learning
mathematics
responsive pedagogy
intervention model
Journal
Teacher Development
© 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
1366-4530
1747-5120
00
00
1
16
10.1080/13664530.2020.1763443
https://doi.org/10.1080/13664530.2020.1763443
VoR
2020-05-26T21:01:32+05:30
Arbortext Advanced Print Publisher 11.0.3433/W Unicode
2020-06-24T02:29:58-07:00
2020-06-24T02:29:58-07:00
Teacher learning; mathematics; responsive pedagogy; intervention model
iText 4.2.0 by 1T3XT
uuid:76b31bf7-62b0-4522-868e-549dffd1cddc
uuid:c9d08090-e93c-46a2-a98d-2f3ae52d48c9
2020-05-27truewww.tandfonline.com10.1080/13664530.2020.1763443www.tandfonline.comtrue2020-05-2710.1080/13664530.2020.1763443
endstream
endobj
4 0 obj
<>stream
xYɎ7W"k_`&HnN)'}HIU]w|jJ#wx+koϻ