An example of connections between the mathematics teacher's conceptions and specialised knowledge

dc.contributor.author	Aguilar González, Álvaro
dc.contributor.author	Muñoz-Catalán, M. C.
dc.contributor.author	Carrillo, J.
dc.date.accessioned	2019-08-21T07:32:55Z
dc.date.available	2019-08-21T07:32:55Z
dc.date.issued	2019
dc.identifier.citation	Eurasia Journal of Mathematics, Science and Technology Education, 15(2), p. em1664- (2019); doi:10.29333/ejmste/101598
dc.identifier.issn	1305-8215
dc.identifier.uri	http://hdl.handle.net/10651/51759
dc.format.extent	p. em1664-
dc.language.iso	eng
dc.relation.ispartof	Eurasia Journal of Mathematics, Science and Technology Education
dc.rights	© 2019 by the authors
dc.rights	CC Reconocimiento 4.0 Internacional
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/
dc.source	Scopus
dc.source.uri	https://www.scopus.com/inward/record.uri?eid=2-s2.0-85059503831&doi=10.29333%2fejmste%2f101598&partnerID=40&md5=da4b92cf416cd47c80f9f99f5813139a
dc.title	An example of connections between the mathematics teacher's conceptions and specialised knowledge
dc.type	journal article
dc.identifier.doi	10.29333/ejmste/101598
dc.relation.publisherversion	http://dx.doi.org/10.29333/ejmste/101598
dc.rights.accessRights	open access

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