How Positive Is "Positive"? Teachers' Orientations Regarding Teaching Statistics Compared to Teaching Fractions: Bridging the Gap: Empowering and Educating Today's Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics

S. Scheuerer; F. Reinhold; K. M. Reiss

doi:10.52041/iase.icots11.t14b3

How Positive Is "Positive"? Teachers' Orientations Regarding Teaching Statistics Compared to Teaching Fractions: Bridging the Gap: Empowering and Educating Today's Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics

S. Scheuerer
, F. Reinhold
, K. M. Reiss

Lehrstuhl für Didaktik der Mathematik

Publikation: Konferenzbeitrag › Papier › Begutachtung

Originalsprache	Deutsch
DOIs	https://doi.org/10.52041/iase.icots11.t14b3
Publikationsstatus	Veröffentlicht - 2022

Zugriff auf Dokument

10.52041/iase.icots11.t14b3

Dieses zitieren

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How Positive Is "Positive"? Teachers' Orientations Regarding Teaching Statistics Compared to Teaching Fractions: Bridging the Gap: Empowering and Educating Today's Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics. / Scheuerer, S.; Reinhold, F.; Reiss, K. M.
2022.

Publikation: Konferenzbeitrag › Papier › Begutachtung

TY - CONF

T1 - How Positive Is "Positive"? Teachers' Orientations Regarding Teaching Statistics Compared to Teaching Fractions

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AU - Reiss, K. M.

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