Details
| Originalsprache | Englisch |
|---|---|
| Titel des Sammelwerks | CERME 13 |
| Untertitel | proceedings of the thirteenth congress of the European Society for Research in Mathematic Education |
| Seiten | 4189-4196 |
| ISBN (elektronisch) | 9791221025378 |
| Publikationsstatus | Veröffentlicht - 2023 |
Schlagwörter
- Mathematics Education, reflection, e-portfolios, mathematics pre-service teacher education
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Reflecting from the start: curriculum design to foster continuous reflective practice in mathematics pre-service teacher education. / Schäfer, Ingolf; Hanke, Erik.
CERME 13: proceedings of the thirteenth congress of the European Society for Research in Mathematic Education. 2023. S. 4189-4196.
CERME 13: proceedings of the thirteenth congress of the European Society for Research in Mathematic Education. 2023. S. 4189-4196.
Publikation: Beitrag in Buch/Bericht/Sammelwerk/Konferenzband › Aufsatz in Konferenzband › Forschung › Peer-Review
Schäfer, I & Hanke, E 2023, Reflecting from the start: curriculum design to foster continuous reflective practice in mathematics pre-service teacher education. in CERME 13: proceedings of the thirteenth congress of the European Society for Research in Mathematic Education. S. 4189-4196.
Schäfer, I., & Hanke, E. (2023). Reflecting from the start: curriculum design to foster continuous reflective practice in mathematics pre-service teacher education. In CERME 13: proceedings of the thirteenth congress of the European Society for Research in Mathematic Education (S. 4189-4196)
Schäfer I, Hanke E. Reflecting from the start: curriculum design to foster continuous reflective practice in mathematics pre-service teacher education. in CERME 13: proceedings of the thirteenth congress of the European Society for Research in Mathematic Education. 2023. S. 4189-4196
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