Zobrazeno 1 - 10
of 10
pro vyhledávání: '"Knowledge for Teaching Early Elementary Mathematics (K-TEEM)"'
The K-TEEM is designed to measure mathematical knowledge for teaching at the early elementary level.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8bdd6b2dd742a35db927b2bc030c0c22
The K-TEEM is designed to measure mathematical knowledge for teaching at the early elementary level.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8a86428ce24d524d7c6f13b668f981cc
Autor:
Schoen, Robert C
The K-TEEM is designed to measure mathematical knowledge for teaching at the early elementary level.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7f4d477cb4109a1601568d26c652b618
The K-TEEM is designed to measure mathematical knowledge for teaching at the early elementary level.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1b511fefd4d63ceac586a19b68bfca4f
The K-TEEM is designed to measure mathematical knowledge for teaching at the early elementary level.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d9682f780d0db33d56113fa21c7e3490
The K-TEEM is designed to measure mathematical knowledge for teaching at the early elementary level.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6cdbe7167a33ea57942e55ca5618d2ee
Publikováno v:
Conference Papers -- Psychology of Mathematics & Education of North America; 2022, p636-642, 7p
The 2019 Knowledge for Teaching Early Elementary Mathematics (2019 K-TEEM) test measures teachers’ mathematical knowledge for teaching early elementary mathematics. This report presents information about a large-scale field test of the 2019 K-TEEM
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a559c89cc76b2958943d8717a32bb45c
https://doi.org/10.33009/lsi.1620243057
https://doi.org/10.33009/lsi.1620243057
Publikováno v:
Conference Papers -- Psychology of Mathematics & Education of North America; 2021, p496-497, 2p
Publikováno v:
AERA Open; Jan-Mar2019, Vol. 5 Issue 1, p1-1, 1p