An instrumental case study of a professional development intervention that uses unfamiliar mathematics to prompt secondary teachers' re-thinking about learning and teching

Summary

An instrumental case study of a professional development intervention that uses unfamiliar mathematics to prompt secondary teachers' re-thinking about learning and teching is a doctoral thesis^[1].

Key Facts

• An instrumental case study of a professional development intervention that uses unfamiliar mathematics to prompt secondary teachers' re-thinking about learning and teching authored Judy Paterson^[2].
• An instrumental case study of a professional development intervention that uses unfamiliar mathematics to prompt secondary teachers' re-thinking about learning and teching's instance of is recorded as doctoral thesis^[3].
• An instrumental case study of a professional development intervention that uses unfamiliar mathematics to prompt secondary teachers' re-thinking about learning and teching's publisher is recorded as ResearchSpace@Auckland^[4].
• An instrumental case study of a professional development intervention that uses unfamiliar mathematics to prompt secondary teachers' re-thinking about learning and teching's country of origin is recorded as New Zealand^[5].
• An instrumental case study of a professional development intervention that uses unfamiliar mathematics to prompt secondary teachers' re-thinking about learning and teching's publication date is recorded as +2007-00-00T00:00:00Z^[6].
• An instrumental case study of a professional development intervention that uses unfamiliar mathematics to prompt secondary teachers' re-thinking about learning and teching's main subject is recorded as mathematics education^[7].
• An instrumental case study of a professional development intervention that uses unfamiliar mathematics to prompt secondary teachers' re-thinking about learning and teching's Handle ID is recorded as 2292/52105^[8].
• An instrumental case study of a professional development intervention that uses unfamiliar mathematics to prompt secondary teachers' re-thinking about learning and teching's title is recorded as An instrumental case study of a professional development intervention that uses unfamiliar mathematics to prompt secondary teachers' re-thinking about learning and teching^[9].
• An instrumental case study of a professional development intervention that uses unfamiliar mathematics to prompt secondary teachers' re-thinking about learning and teching's copyright holder is recorded as Judy Paterson^[10].
• An instrumental case study of a professional development intervention that uses unfamiliar mathematics to prompt secondary teachers' re-thinking about learning and teching's thesis submitted to is recorded as University of Auckland^[11].
• An instrumental case study of a professional development intervention that uses unfamiliar mathematics to prompt secondary teachers' re-thinking about learning and teching's on focus list of Wikimedia project is recorded as NZThesisProject^[12].
• An instrumental case study of a professional development intervention that uses unfamiliar mathematics to prompt secondary teachers' re-thinking about learning and teching's copyright status is recorded as copyrighted^[13].
• An instrumental case study of a professional development intervention that uses unfamiliar mathematics to prompt secondary teachers' re-thinking about learning and teching's online access status is recorded as closed user group^[14].
• An instrumental case study of a professional development intervention that uses unfamiliar mathematics to prompt secondary teachers' re-thinking about learning and teching's thesis committee member is recorded as Bill D. Barton^[15].
• An instrumental case study of a professional development intervention that uses unfamiliar mathematics to prompt secondary teachers' re-thinking about learning and teching's thesis committee member is recorded as Graeme Aitken^[16].

Body

Designation and Status

An instrumental case study of a professional development intervention that uses unfamiliar mathematics to prompt secondary teachers' re-thinking about learning and teching's instance of is recorded as doctoral thesis^[3].