Theory-Based Design of Professional Development for Upper Secondary Teachers–Focusing on the Content-Specific Use of Digital Tools
B. Barzel, R. Biehler, in: Professional Development and Knowledge of Mathematics Teachers, Routledge, 2020, pp. 163–192.
Download
No fulltext has been uploaded.
Book Chapter
| English
Author
Barzel, Bärbel;
Biehler, RolfLibreCat
Department
Publishing Year
Book Title
Professional development and knowledge of mathematics teachers
Page
163–192
LibreCat-ID
Cite this
Barzel B, Biehler R. Theory-Based Design of Professional Development for Upper Secondary Teachers–Focusing on the Content-Specific Use of Digital Tools. In: Professional Development and Knowledge of Mathematics Teachers. Routledge; 2020:163–192.
Barzel, B., & Biehler, R. (2020). Theory-Based Design of Professional Development for Upper Secondary Teachers–Focusing on the Content-Specific Use of Digital Tools. In Professional development and knowledge of mathematics teachers (pp. 163–192). Routledge.
@inbook{Barzel_Biehler_2020, title={Theory-Based Design of Professional Development for Upper Secondary Teachers–Focusing on the Content-Specific Use of Digital Tools}, booktitle={Professional development and knowledge of mathematics teachers}, publisher={Routledge}, author={Barzel, Bärbel and Biehler, Rolf}, year={2020}, pages={163–192} }
Barzel, Bärbel, and Rolf Biehler. “Theory-Based Design of Professional Development for Upper Secondary Teachers–Focusing on the Content-Specific Use of Digital Tools.” In Professional Development and Knowledge of Mathematics Teachers, 163–192. Routledge, 2020.
B. Barzel and R. Biehler, “Theory-Based Design of Professional Development for Upper Secondary Teachers–Focusing on the Content-Specific Use of Digital Tools,” in Professional development and knowledge of mathematics teachers, Routledge, 2020, pp. 163–192.
Barzel, Bärbel, and Rolf Biehler. “Theory-Based Design of Professional Development for Upper Secondary Teachers–Focusing on the Content-Specific Use of Digital Tools.” Professional Development and Knowledge of Mathematics Teachers, Routledge, 2020, pp. 163–192.
Link(s) to Main File(s)
Access Level
Closed Access
Google Scholar