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Direct linkPotari, Despina; Georgiadou-Kabouridis, Barbara – Journal of Mathematics Teacher Education, 2009
This article refers to a longitudinal case study of a primary school teacher over a period of 4 years. The focus is on the development of the teacher's beliefs regarding mathematics teaching and learning from the last year of her university studies up to the third year of teaching mathematics in school. This development has been investigated…
Descriptors: Inservice Education, Teaching Experience, Professional Development, Mathematics Instruction
