| Title |
The impact of task-based professional development on teachers’ practices and beliefs: a design research study
|
|---|---|
| Published in |
Journal of Mathematics Teacher Education, October 2007
|
| DOI | 10.1007/s10857-007-9038-8 |
| Authors |
Malcolm Swan |
Mendeley readers
The data shown below were compiled from readership statistics for 164 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 5 | 3% |
| Colombia | 1 | <1% |
| Netherlands | 1 | <1% |
| Germany | 1 | <1% |
| Unknown | 156 | 95% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 39 | 24% |
| Student > Master | 28 | 17% |
| Researcher | 15 | 9% |
| Student > Doctoral Student | 13 | 8% |
| Lecturer | 9 | 5% |
| Other | 32 | 20% |
| Unknown | 28 | 17% |
| Readers by discipline | Count | As % |
|---|---|---|
| Social Sciences | 83 | 51% |
| Mathematics | 19 | 12% |
| Arts and Humanities | 7 | 4% |
| Psychology | 6 | 4% |
| Chemistry | 2 | 1% |
| Other | 12 | 7% |
| Unknown | 35 | 21% |