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发表于 2025-3-21 16:42:05
书目名称Making Sense of Mathematics Teacher Education影响因子(影响力)<br> http://figure.impactfactor.cn/if/?ISSN=BK0621728<br><br> <br><br>书目名称Making Sense of Mathematics Teacher Education影响因子(影响力)学科排名<br> http://figure.impactfactor.cn/ifr/?ISSN=BK0621728<br><br> <br><br>书目名称Making Sense of Mathematics Teacher Education网络公开度<br> http://figure.impactfactor.cn/at/?ISSN=BK0621728<br><br> <br><br>书目名称Making Sense of Mathematics Teacher Education网络公开度学科排名<br> http://figure.impactfactor.cn/atr/?ISSN=BK0621728<br><br> <br><br>书目名称Making Sense of Mathematics Teacher Education被引频次<br> http://figure.impactfactor.cn/tc/?ISSN=BK0621728<br><br> <br><br>书目名称Making Sense of Mathematics Teacher Education被引频次学科排名<br> http://figure.impactfactor.cn/tcr/?ISSN=BK0621728<br><br> <br><br>书目名称Making Sense of Mathematics Teacher Education年度引用<br> http://figure.impactfactor.cn/ii/?ISSN=BK0621728<br><br> <br><br>书目名称Making Sense of Mathematics Teacher Education年度引用学科排名<br> http://figure.impactfactor.cn/iir/?ISSN=BK0621728<br><br> <br><br>书目名称Making Sense of Mathematics Teacher Education读者反馈<br> http://figure.impactfactor.cn/5y/?ISSN=BK0621728<br><br> <br><br>书目名称Making Sense of Mathematics Teacher Education读者反馈学科排名<br> http://figure.impactfactor.cn/5yr/?ISSN=BK0621728<br><br> <br><br>
stress-response
发表于 2025-3-22 00:00:00
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混合物
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fledged
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Biofeedback
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过于平凡
发表于 2025-3-22 15:57:54
Considering the Paradoxes, Perils, and Purposes of Conceptualizing Teacher Developmentents with a caring environment in which to learn mathematics in an efficient manner. But reform teaching, rooted in Dewey’s notion of education in a democratic society, is predicated on processes that evoke reasoning and problem-solving not just efficiency of providing information. The education of
Charade
发表于 2025-3-22 17:56:20
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报复
发表于 2025-3-23 01:17:40
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赌博
发表于 2025-3-23 01:26:05
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成份
发表于 2025-3-23 07:19:54
The Use of New Technologies as a Vehicle for Restructuring Teachers’ Mathematicsefs about mathematics but also act as a catalyst for teachers to restructure their mathematics. The chapter describes the evolution of experiences of a team of teachers involved in a project of writing teaching sequences based on the use of the software Cabri-geometry. It attempts to analyse how the