How Does Ongoing Task-Focused Mathematics Professional Development Influence Elementary School Teachers' Knowledge, Beliefs and Enacted Pedagogies?

Early Childhood Education Journal

Volumn 42, Issue 1, 2014, Pages 1-10

  Polly, Drew ^a   Neale, Henry ^b   Pugalee, David K ^a  

^a UNIVERSITY OF NORTH CAROLINA AT CHARLOTTE   (United States)

^b Davidson Day School   (United States)

Author keywords

Elementary school; Mathematics education; Professional development

Indexed keywords

EID: 84893787309     PISSN: 10823301     EISSN: 15731707     Source Type: Journal    
DOI: 10.1007/s10643-013-0585-6     Document Type: Article

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