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Examining the Relationship Between College Mathematics Teachers' Perceived Understanding of Procedural and Conceptual Knowledge Relative to Their Epistemological Beliefs, Instructional and Assessment Approaches, and Student Achievement

机译：研究大学数学教师对其认识论信仰，教学和评估方法以及学生成就的看法对程序和概念知识的认识性关系

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作者
Sicignano, Michelina;
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作者单位

Florida Institute of Technology;

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授予单位 Florida Institute of Technology;
学科
学位 Ph.D.
年度 2011
页码 411 p.
总页数 411
原文格式 PDF
正文语种 eng
中图分类 AAI3459715;
关键词
Conceptual knowledge; Epistemology; Instructional approach; Mathematics; Procedural knowledge; Student assessment;

机译：概念知识;认识论;教学方法;数学;程序知识;学生评估;

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Examining the Relationship Between College Mathematics Teachers' Perceived Understanding of Procedural and Conceptual Knowledge Relative to Their Epistemological Beliefs, Instructional and Assessment Approaches, and Student Achievement

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