Refining conceptualizations of mathematics teaching through studying mathematics teacher development

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)

Original languageEnglish (US)
Title of host publicationBeyond classical pedagogy
Subtitle of host publication Teaching elementary school mathematics
EditorsT. Wood, B. Nelson, J. Warfield
Place of PublicationHillsdale, NJ
PublisherLawrence Erlbaum Associates Publishers
Pages157-169
StatePublished - 2001

Cite this

Simon, M. (2001). Refining conceptualizations of mathematics teaching through studying mathematics teacher development. In T. Wood, B. Nelson, & J. Warfield (Eds.), Beyond classical pedagogy: Teaching elementary school mathematics (pp. 157-169). Hillsdale, NJ: Lawrence Erlbaum Associates Publishers.

Refining conceptualizations of mathematics teaching through studying mathematics teacher development. / Simon, Martin.

Beyond classical pedagogy: Teaching elementary school mathematics. ed. / T. Wood; B. Nelson; J. Warfield. Hillsdale, NJ : Lawrence Erlbaum Associates Publishers, 2001. p. 157-169.

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)

Simon, M 2001, Refining conceptualizations of mathematics teaching through studying mathematics teacher development. in T Wood, B Nelson & J Warfield (eds), Beyond classical pedagogy: Teaching elementary school mathematics. Lawrence Erlbaum Associates Publishers, Hillsdale, NJ, pp. 157-169.
Simon M. Refining conceptualizations of mathematics teaching through studying mathematics teacher development. In Wood T, Nelson B, Warfield J, editors, Beyond classical pedagogy: Teaching elementary school mathematics. Hillsdale, NJ: Lawrence Erlbaum Associates Publishers. 2001. p. 157-169
Simon, Martin. / Refining conceptualizations of mathematics teaching through studying mathematics teacher development. Beyond classical pedagogy: Teaching elementary school mathematics. editor / T. Wood ; B. Nelson ; J. Warfield. Hillsdale, NJ : Lawrence Erlbaum Associates Publishers, 2001. pp. 157-169
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