An exploratory study of mathematics teachers beliefs and classroom practices in state schools and private preparatory courses : an institutional perspective
This study explores mathematics teachers' classroom practices in Turkey and is centrally informed by socio-cultural theories. The research examines mathematics teachers,instructional practices in relation to the wider institutional context in which teaching practices are situated. The study tak...
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University of Leeds
2006
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| Online Access: | http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.432397 |