| Title |
Teachers’ knowledge, practice, and identity: essential aspects of teachers’ learning
|
|---|---|
| Published in |
Journal of Mathematics Teacher Education, November 2011
|
| DOI | 10.1007/s10857-011-9195-7 |
| Authors |
João Pedro da Ponte |
Mendeley readers
The data shown below were compiled from readership statistics for 52 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Chile | 1 | 2% |
| Colombia | 1 | 2% |
| Bulgaria | 1 | 2% |
| Unknown | 49 | 94% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 12 | 23% |
| Student > Doctoral Student | 9 | 17% |
| Student > Master | 7 | 13% |
| Lecturer | 5 | 10% |
| Student > Postgraduate | 4 | 8% |
| Other | 11 | 21% |
| Unknown | 4 | 8% |
| Readers by discipline | Count | As % |
|---|---|---|
| Social Sciences | 33 | 63% |
| Mathematics | 10 | 19% |
| Arts and Humanities | 1 | 2% |
| Environmental Science | 1 | 2% |
| Linguistics | 1 | 2% |
| Other | 1 | 2% |
| Unknown | 5 | 10% |