Developing design principles to enhance preservice teachers understanding of number structure and mathematics equivalence in early grade mathematics

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dc.article.end-page254en
dc.article.start-page239en
dc.citation.doi10.1080.18117295.2023.2216608en
dc.contributor.authorAnthony Essienen
dc.contributor.authorCorin Mathewsen
dc.contributor.authorHerman Tshesaneen
dc.contributor.authorMaria Weitzen
dc.contributor.authorLawan Abdulhamiden
dc.contributor.authorTasmiyah Hoosenen
dc.contributor.authorLincoln Lavansen
dc.date.accessioned2024-07-23T08:40:59Z
dc.date.available2024-07-23T08:40:59Z
dc.facultyFACULTY OF HUMANITIESen
dc.identifier.citationSCOPUSen
dc.identifier.issn18117295en
dc.identifier.urihttps://hdl.handle.net/10539/39712
dc.journal.titleDeveloping design principles to enhance preservice teachers understanding of number structure and mathematics equivalence in early grade mathematicsen
dc.journal.volume27en
dc.titleDeveloping design principles to enhance preservice teachers understanding of number structure and mathematics equivalence in early grade mathematicsen
dc.typeJournal Articleen
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