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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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