dc.contributor.author |
Scheiner, Thorsten |
en |
dc.contributor.editor |
Beswick, K |
en |
dc.contributor.editor |
Muir, T |
en |
dc.contributor.editor |
Wells, J |
en |
dc.coverage.spatial |
Hobart, Australia |
en |
dc.date.accessioned |
2018-10-10T20:58:19Z |
en |
dc.date.issued |
2015 |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/40533 |
en |
dc.relation.ispartof |
the 39th Conference of the International Group for the Psychology of Mathematics Education |
en |
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.title |
Shifting the emphasis toward a structural description of (mathematics) teachers’ knowledge |
en |
dc.type |
Conference Item |
en |
pubs.begin-page |
129 |
en |
pubs.volume |
4 |
en |
dc.rights.holder |
Copyright: The author |
en |
pubs.end-page |
136 |
en |
dc.rights.accessrights |
http://purl.org/eprint/accessRights/RestrictedAccess |
en |
pubs.subtype |
Proceedings |
en |
pubs.elements-id |
666227 |
en |
pubs.record-created-at-source-date |
2017-09-13 |
en |