Mathematics teacher perceptions of conceptually based teaching after participation in hackathon style professional development
The purpose of this inquiry is to learn more about the perceptions of mathematics teachers regarding conceptually based mathematics instruction (CBMI). The literature is clear that CBMI is associated with higher achievement outcomes and students from low socio-economic schools are less likely than t...
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| Online Access: | http://hdl.handle.net/2047/D20327461 |