Teachers’ Beliefs About Subtraction Methods in Moroccan Primary Schools: An Exploratory Case Study in Mathematics Education
This exploratory study investigates teachers’ epistemological beliefs and their preferences for subtraction methods in Moroccan primary schools, comparing two stacking techniques: the borrow-and-payback (based on the equal difference principle) and the borrow-and-regroup (based on the exchange princ...
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| 主要な著者: | , , |
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| フォーマット: | Artigo |
| 言語: | Inglês |
| 出版事項: |
amaquen
2026-05-01
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| シリーズ: | The Journal of Quality in Education |
| 主題: | |
| オンライン･アクセス: | https://joqie.org/index.php/joqie/article/view/523 |
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