A multi-case study of elementary classroom teachers' transitions to reform-based mathematics instruction
The National Council of Teachers of Mathematics published their vision of active, problem-centered instruction with a goal of conceptual understanding in 1989. Fifteen years after these reforms were proposed the changes are reflected in school policy and elementary mathematics curriculum, but only l...
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| Language: | en_US |
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2012
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| Online Access: | http://hdl.handle.net/1957/31796 |