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A Mathematics Teacher Educator’s Feedback Affecting Teachers’ Design of Hypothetical Learning Trajectories for Teaching Patterns

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dc.contributor.authorTanışlı, Dilek
dc.contributor.authorKÖSE, NİLÜFER
dc.contributor.authorNilüfer Yavuzsoy Köse
dc.contributor.orcid0000-0003-3777-9882
dc.contributor.orcid0000-0002-2931-5079
dc.contributor.orcid0000-0001-7407-7498
dc.date.accessioned2025-11-13T20:32:15Z
dc.date.issued2021-12-09
dc.identifier.doihttps://doi.org/10.4256/ijmtl.v22i2.382
dc.identifier.endpage54
dc.identifier.issn1473-0111
dc.identifier.issue2
dc.identifier.openalexW4323644651
dc.identifier.startpage33
dc.identifier.urihttps://hdl.handle.net/11421/12128
dc.identifier.urihttps://doi.org/10.4256/ijmtl.v22i2.382
dc.identifier.volume22
dc.language.isoen
dc.relation.ispartofInternational Journal for Mathematics Teaching and Learning
dc.rightsopenAccess
dc.subjectMathematics education
dc.subjectUpload
dc.subjectFaculty development
dc.subjectTeacher education
dc.subjectTeaching method
dc.subjectProfessional development
dc.subjectEducational technology
dc.subjectPedagogy
dc.subjectComputer science
dc.subjectPsychology
dc.subject.sdg4
dc.titleA Mathematics Teacher Educator’s Feedback Affecting Teachers’ Design of Hypothetical Learning Trajectories for Teaching Patterns
dc.typeArticle
dspace.entity.typePublication
local.authorid.openalexA5030614891
local.authorid.openalexA5077369768

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