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Learning progressions/trajectories in mathematics and science education: a case for evidence-based curricula reform?

Citation

Oates, G and Seah, R, Learning progressions/trajectories in mathematics and science education: a case for evidence-based curricula reform?, Australian Journal of Education, 65, (3) pp. 223-226. ISSN 0004-9441 (2021) [Contribution to Refereed Journal]


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DOI: doi:10.1177/00049441211055521

Item Details

Item Type:Contribution to Refereed Journal
Keywords:mathematics education, science education, curriculum, learning progressions
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Mathematics and numeracy curriculum and pedagogy
Objective Division:Expanding Knowledge
Objective Group:Expanding knowledge
Objective Field:Expanding knowledge in education
UTAS Author:Oates, G (Associate Professor Greg Oates)
ID Code:147743
Year Published:2021
Deposited By:Education
Deposited On:2021-11-13
Last Modified:2021-11-22
Downloads:0

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