Early childhood teachers' feedback in natural mathematical learning situations: Development and validation of a detailed category system
L. Aumann, H. Gasteiger, R.M. Puca, Acta Psychologica 244 (2024).
Journal Article
| Published
| English
Author
Aumann, LenaLibreCat;
Gasteiger, Hedwig;
Puca, Rosa M.
Publishing Year
Journal Title
Acta Psychologica
Volume
244
Article Number
104175
ISSN
LibreCat-ID
Cite this
Aumann L, Gasteiger H, Puca RM. Early childhood teachers’ feedback in natural mathematical learning situations: Development and validation of a detailed category system. Acta Psychologica. 2024;244. doi:10.1016/j.actpsy.2024.104175
Aumann, L., Gasteiger, H., & Puca, R. M. (2024). Early childhood teachers’ feedback in natural mathematical learning situations: Development and validation of a detailed category system. Acta Psychologica, 244, Article 104175. https://doi.org/10.1016/j.actpsy.2024.104175
@article{Aumann_Gasteiger_Puca_2024, title={Early childhood teachers’ feedback in natural mathematical learning situations: Development and validation of a detailed category system}, volume={244}, DOI={10.1016/j.actpsy.2024.104175}, number={104175}, journal={Acta Psychologica}, publisher={Elsevier BV}, author={Aumann, Lena and Gasteiger, Hedwig and Puca, Rosa M.}, year={2024} }
Aumann, Lena, Hedwig Gasteiger, and Rosa M. Puca. “Early Childhood Teachers’ Feedback in Natural Mathematical Learning Situations: Development and Validation of a Detailed Category System.” Acta Psychologica 244 (2024). https://doi.org/10.1016/j.actpsy.2024.104175.
L. Aumann, H. Gasteiger, and R. M. Puca, “Early childhood teachers’ feedback in natural mathematical learning situations: Development and validation of a detailed category system,” Acta Psychologica, vol. 244, Art. no. 104175, 2024, doi: 10.1016/j.actpsy.2024.104175.
Aumann, Lena, et al. “Early Childhood Teachers’ Feedback in Natural Mathematical Learning Situations: Development and Validation of a Detailed Category System.” Acta Psychologica, vol. 244, 104175, Elsevier BV, 2024, doi:10.1016/j.actpsy.2024.104175.
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