期刊
JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION
卷 35, 期 3, 页码 164-186出版社
NATL COUNCIL TEACHERS MATHEMATICS-NCTM
DOI: 10.2307/30034911
关键词
conceptual knowledge; content knowledge; number sense; preservice teacher education; representations; teacher education; teacher knowledge; whole numbers
分享论文
