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. Journal of Mathematics and Culture, 5 (1). pp. 43-61. ISSN 1558-5336

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Item Type:	Article
Subjects:	Departments > London Knowledge Lab
Depositing User:	IOE Repository Editor (1)
Date Deposited:	16 Jul 2010 09:26
Last Modified:	26 Jun 2012 22:37
URI:	http://eprints.ioe.ac.uk/id/eprint/6160

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