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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Official URL: http://nasgem.rpi.edu/pl/journal-mathematics-cultu...
| Item Type: | Article |
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| 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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