A case study approach to increasing teachers’ mathematics knowledge for teaching and strategies for building students’ maths self-efficacy

Tara Stevens; Gary Harris; Zenaida Aguirre-Munoz; Lauren Cobbs

A case study approach to increasing teachers’ mathematics knowledge for teaching and strategies for building students’ maths self-efficacy

Tara Stevens, Gary Harris, Zenaida Aguirre-Munoz, Lauren Cobbs

Education EPLC

Research output: Contribution to journal › Article › peer-review

Original language	English
Pages (from-to)	903--911
Journal	International Journal of Mathematical Education in Science and Technology
State	Published - Nov 2009

Cite this

@article{3d5d6d5c20ae46ddb17bbaa0820be758,

title = "A case study approach to increasing teachers{\textquoteright} mathematics knowledge for teaching and strategies for building students{\textquoteright} maths self-efficacy",

author = "Tara Stevens and Gary Harris and Zenaida Aguirre-Munoz and Lauren Cobbs",

year = "2009",

month = nov,

language = "English",

pages = "903----911",

journal = "International Journal of Mathematical Education in Science and Technology",

}

A case study approach to increasing teachers’ mathematics knowledge for teaching and strategies for building students’ maths self-efficacy. / Stevens, Tara; Harris, Gary; Aguirre-Munoz, Zenaida et al.
In: International Journal of Mathematical Education in Science and Technology, 11.2009, p. 903--911.

Research output: Contribution to journal › Article › peer-review

TY - JOUR

T1 - A case study approach to increasing teachers’ mathematics knowledge for teaching and strategies for building students’ maths self-efficacy

AU - Stevens, Tara

AU - Harris, Gary

AU - Aguirre-Munoz, Zenaida

AU - Cobbs, Lauren

PY - 2009/11

Y1 - 2009/11

M3 - Article

SP - 903

EP - 911

JO - International Journal of Mathematical Education in Science and Technology

JF - International Journal of Mathematical Education in Science and Technology

ER -

A case study approach to increasing teachers’ mathematics knowledge for teaching and strategies for building students’ maths self-efficacy

Fingerprint

Cite this