New Elementary Teachers’ Knowledge and Beliefs about Instructional Representations: A Longitudinal Study
نویسندگان
چکیده
Acknowledgments This research is funded by a PECASE / CAREER Award grant number REC-0092610 and the Center for Curriculum Materials in Science, a CLT grant, number 0227557, both from the National Science Foundation. However, any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors. We thank the three teachers who made this research possible for their interest and cooperation. We also appreciate Cory Forbes, Carrie Beyer, Julie Smithey, and Michele Nelson for their helpful discussion throughout this study.
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