dc.contributor.author | Bailey, Judy | en_NZ |
dc.coverage.spatial | Auckland, New Zealand | en_NZ |
dc.date.accessioned | 2019-02-18T23:22:00Z | |
dc.date.available | 2018 | en_NZ |
dc.date.available | 2019-02-18T23:22:00Z | |
dc.date.issued | 2018 | en_NZ |
dc.identifier.citation | Bailey, J. (2018). Beginning teachers learning to teach mathematics through problem-solving (pp. 138–145). Presented at the MERGA 41, Auckland, New Zealand. | en |
dc.identifier.uri | https://hdl.handle.net/10289/12347 | |
dc.description.abstract | New Zealand curriculum documents have referred to mathematics as a problem-solving endeavour for more than 25 years. Although an intended curriculum focus, problem-solving seems to be an aspect of mathematics that many beginning teachers are not familiar with. | |
dc.format.mimetype | application/pdf | |
dc.format.mimetype | application/pdf | |
dc.language.iso | en | |
dc.relation.ispartof | Proceedings of MERGA 41st Conference 2018 | |
dc.source | MERGA 41 | en_NZ |
dc.title | Beginning teachers learning to teach mathematics through problem-solving | en_NZ |
dc.type | Conference Contribution | |
pubs.begin-page | 138 | |
pubs.elements-id | 226063 | |
pubs.end-page | 145 | |
pubs.finish-date | 2018-07-05 | en_NZ |
pubs.start-date | 2018-07-01 | en_NZ |