English and Swedish year-one teachers’ number-related learning goals: the influence of intended and received curricula-Reference-Cited by-同舟云学术

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English and Swedish year-one teachers’ number-related learning goals: the influence of intended and received curricula

Published:2024-05-14 Issue: Volume: Page:1-31
ISSN:0020-739X
Container-title:International Journal of Mathematical Education in Science and Technology
language:en
Short-container-title:International Journal of Mathematical Education in Science and Technology

Author:

Andrews Paul¹²,Petersson Jöran³^ORCID,Sayers Judy⁴,Rosenqvist Eva²

Affiliation:

1. Centre for Educational Research, VIA University College, Aarhus, Denmark

2. Department of Teaching and Learning, Stockholm University, Stockholm, Sweden

3. Faculty of Education and Society, Malmö University, Malmö, Sweden

4. School of Education, University of Leeds, Leeds, UK

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/0020739X.2024.2337937

Reference154 articles.

1. A Longitudinal Examination of Middle School Students' Understanding of the Equal Sign and Equivalent Equations

2. Number magnitude processing and basic cognitive functions in children with mathematical learning disabilities

3. Comparative studies of mathematics teachers’ observable learning objectives: validating low inference codes

4. The Cultural Location of Teachers’ Mathematical Knowledge: Another Hidden Variable in Mathematics Education Research?

5. Identifying Opportunities for Grade One Children to Acquire Foundational Number Sense: Developing a Framework for Cross Cultural Classroom Analyses

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