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Creating an inclusive culture in mathematics through subject-specific teacher professional development: a case study from England

Hoyles, Celia (2010) Creating an inclusive culture in mathematics through subject-specific teacher professional development: a case study from England. The Journal of Mathematics and Culture, 5 (1). pp. 43-61. ISSN 1558-5336. DOI UNSPECIFIED

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Item Type: Article
Divisions: IOE Departments > Departments > London Knowledge Lab
Depositing User: IOE Repository Editor (1)
Date Deposited: 16 Jul 2010 09:26
Last Modified: 29 Jan 2015 08:46
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