The implementation of a "function" approach to introductory algebra: A case study of teacher cognitions, teacher actions, and the intended curriculum

Journal for Research in Mathematics Education

Volumn 27, Issue 5, 1996, Pages 582-602

  Haimes, David H ^a  

^a UNIVERSITY OF TORONTO   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 21444461701     PISSN: 00218251     EISSN: None     Source Type: Journal    
DOI: 10.2307/749849     Document Type: Article

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