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Efficiency or rigor? When students see the target as 'doing' more than 'knowing' mathematics

dc.contributor.authorMåsøval, Heidi Strømskag
dc.date.accessioned2023-04-13T06:47:00Z
dc.date.available2023-04-13T06:47:00Z
dc.date.created2007-03-30T00:00:00Z
dc.date.issued2007
dc.identifier.isbn9788251922128
dc.identifier.urihttps://hdl.handle.net/11250/3062759
dc.language.isoengen_US
dc.relation.ispartofRelating practice and research in mathematics education: Proceedings of NORMA 05, Fourth Nordic Conference on Mathematics Education
dc.subjectMatematikkdidaktikken_US
dc.subjectMathematics educationen_US
dc.titleEfficiency or rigor? When students see the target as 'doing' more than 'knowing' mathematicsen_US
dc.title.alternativeEfficiency or rigor? When students see the target as 'doing' more than 'knowing' mathematicsen_US
dc.typeChapteren_US
dc.description.versionpublishedVersionen_US
dc.subject.nsiVDP::Matematikk og naturvitenskap: 400en_US
dc.subject.nsiVDP::Mathematics and natural scienses: 400en_US
dc.subject.nsiVDP::Matematikk og naturvitenskap: 400en_US
dc.subject.nsiVDP::Mathematics and natural scienses: 400en_US
dc.source.pagenumber401-415en_US
dc.identifier.cristin696408
cristin.ispublishedtrue
cristin.fulltextoriginal


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