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International Journal of Mathematical Education in Science and Technology Volume 49, 2018 - Issue 3
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Original Articles

A typological analysis: understanding pre-service teacher beliefs and how they are transformed

Mary Elizabeth Riley LloydTeacher Education Department, College of Charleston, Charleston, SC, USACorrespondence[email protected]
Pages 355-383 | Received 09 Feb 2017, Published online: 04 Aug 2017

Citations (4)

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Read on this site (3)

Karthigeyan Subramaniam. (2023) A Practice-Based Theory of Teaching Analysis of Elementary Preservice Teachers’ Prior Knowledge of Science Instruction. Journal of Science Teacher Education 0:0, pages 1-22.
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L. H. A. Monteiro. (2023) Michaelis–Menten kinetics as a model of doctoral supervisor–supervisee relationship. International Journal of Mathematical Education in Science and Technology 54:1, pages 145-150.
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Aarifah Gardee. (2021) Relationships between teachers’ practices and learners’ mathematical identities. International Journal of Mathematical Education in Science and Technology 52:3, pages 377-403.
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Articles from other publishers (1)

Allison W. McCulloch, Nina G. Bailey, Kristen Fye, & Gayle Scott. (2020) Creating a Third Space for Learning to Design Technology-Based Mathematics Tasks. Mathematics Teacher Educator 9:1, pages 7-22.
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