P-ISSN 1945-7502
E-ISSN 1945-7448
Vol. 10, Issue 1, 2017July 01, 2017 PDT
Fostering Novice Teachers’ Knowledge of Students’ Errors on Fraction Division by Using Researched-Based Cases
Fostering Novice Teachers’ Knowledge of Students’ Errors on Fraction Division by Using Researched-Based Cases
Li, P. J. (2017). Fostering Novice Teachers’ Knowledge of Students’ Errors on Fraction Division by Using Researched-Based Cases. Journal of Mathematics Education, 10(1), 76–91. https://doi.org/10.26711/007577152790006