Assessing Teachers' Mathematical Knowledge: What Knowledge Matters and What Evidence Counts?

Publication:
Assessing Teachers' Mathematical Knowledge: What Knowledge Matters and What Evidence Counts?

dash.license	LAA
dc.contributor.author	Hill, Heather
dc.date.accessioned	2025-01-29T12:20:22Z
dc.date.available	2025-01-29T12:20:22Z
dc.description.version	Accepted Manuscript	en_US
dc.identifier.citation	Hill, Heather. "Assessing Teachers' Mathematical Knowledge: What Knowledge Matters and What Evidence Counts?." No Journal No Volume.
dc.identifier.isbn	9781593111779	en_US
dc.identifier.manualCitation	Hill, H. C., Sleep, L., Lewis, J. M., & Ball, D. L. (2007). Assessing teachers’ mathematical knowledge. Second handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics, 112.	en_US
dc.identifier.uri	https://nrs.harvard.edu/URN-3:HUL.INSTREPOS:37380268	*
dc.language.iso	en_US	en_US
dc.relation.book	Second Handbook of Research on Mathematics Teaching and Learning	en_US
dc.title	Assessing Teachers' Mathematical Knowledge: What Knowledge Matters and What Evidence Counts?	en_US
dspace.entity.type	Publication
oaire.licenseCondition	LAA
relation.isAuthorOfPublication	8b67920f-397e-4718-990b-7ab5708e3dfb
relation.isAuthorOfPublication.latestForDiscovery	8b67920f-397e-4718-990b-7ab5708e3dfb

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