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What mathematical knowledge do prospective teachers reveal when creating and solving a probability problem?

dc.contributor.authorAlonso Castaño, Marlen 
dc.contributor.authorAlonso Velázquez, Pedro 
dc.contributor.authorMellone, María
dc.contributor.authorRodríguez Muñiz, Luis José 
dc.date.accessioned2022-09-06T07:29:11Z
dc.date.available2022-09-06T07:29:11Z
dc.date.issued2021
dc.identifier.citationMathematics, 9(24) (2021); doi:10.3390/math9243300
dc.identifier.urihttp://hdl.handle.net/10651/64652
dc.description.sponsorshipMinisterio de Ciencia e Innovación of Spain [TIN2017-87600-P]
dc.language.isoeng
dc.relation.ispartofMathematics
dc.rights© 2021 Los autores
dc.rightsCC Reconocimiento 4.0 Internacional
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.sourceWOS:000735580800001
dc.titleWhat mathematical knowledge do prospective teachers reveal when creating and solving a probability problem?
dc.typeinfo:eu-repo/semantics/article
dc.identifier.doi10.3390/math9243300
dc.type.dcmitext
dc.relation.projectIDMICINN/TIN2017-87600-P
dc.relation.publisherversionhttp://dx.doi.org/10.3390/math9243300
dc.rights.accessRightsinfo:eu-repo/semantics/openAccess


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