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Combining the inquiry-based learning and critical thinking frameworks for interpreting the processes of teachers’ inquiry into teaching through lesson study

dc.contributor.authorSikko, Svein Arne
dc.contributor.authorDing, Liping
dc.date.accessioned2024-04-17T07:10:48Z
dc.date.available2024-04-17T07:10:48Z
dc.date.created2024-01-16T13:14:06Z
dc.date.issued2023
dc.identifier.citationProceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13en_US
dc.identifier.isbn978-963-7031-04-5
dc.identifier.urihttps://hdl.handle.net/11250/3126901
dc.language.isoengen_US
dc.publisherAlfréd Rényi Institute of Mathematics and ERMEen_US
dc.relation.ispartofProceedings of the thirteenth Congress of the European Society for Research in Mathematics Education (CERME13)
dc.titleCombining the inquiry-based learning and critical thinking frameworks for interpreting the processes of teachers’ inquiry into teaching through lesson studyen_US
dc.title.alternativeCombining the inquiry-based learning and critical thinking frameworks for interpreting the processes of teachers’ inquiry into teaching through lesson studyen_US
dc.typeChapteren_US
dc.description.versionpublishedVersionen_US
dc.source.pagenumber5046-5053en_US
dc.identifier.cristin2227721
dc.source.articlenumberHAL Id: hal-04416646en_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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