Unpacking Elementary Preservice Teachers’ Ways of Reflecting on Conceptual Mistakes

Article Properties
  • Language
    English
  • DOI (url)
    10.1080/19477503.2023.2187167
  • Publication Date
    2023/03/15
  • Journal
    Investigations in Mathematics Learning
  • Indian UGC (journal)
  • Refrences
    50
  • Nicole M. Wessman-Enzinger College of Education, George Fox University, Newberg, Oregon
  • Natasha Gerstenschlager Department of Mathematics, Western Kentucky University, Bowling Green, Kentucky
Cite
Wessman-Enzinger, Nicole M., and Natasha Gerstenschlager. “Unpacking Elementary Preservice Teachers’ Ways of Reflecting on Conceptual Mistakes”. Investigations in Mathematics Learning, vol. 15, no. 3, 2023, pp. 186-04, https://doi.org/10.1080/19477503.2023.2187167.
Wessman-Enzinger, N. M., & Gerstenschlager, N. (2023). Unpacking Elementary Preservice Teachers’ Ways of Reflecting on Conceptual Mistakes. Investigations in Mathematics Learning, 15(3), 186-204. https://doi.org/10.1080/19477503.2023.2187167
Wessman-Enzinger, Nicole M., and Natasha Gerstenschlager. “Unpacking Elementary Preservice Teachers’ Ways of Reflecting on Conceptual Mistakes”. Investigations in Mathematics Learning 15, no. 3 (2023): 186-204. https://doi.org/10.1080/19477503.2023.2187167.
Wessman-Enzinger NM, Gerstenschlager N. Unpacking Elementary Preservice Teachers’ Ways of Reflecting on Conceptual Mistakes. Investigations in Mathematics Learning. 2023;15(3):186-204.
Refrences
Title Journal Journal Categories Citations Publication Date
Title 2020
Title 2012
Title 2005
Proceedings of the 26th Conference of the International Group for the Psychology of Mathematics Education 2004
Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education 2018