eprintid: 10006160
rev_number: 20
eprint_status: archive
userid: 587
source: pure
dir: disk0/00/00/61/60
datestamp: 2010-07-16 09:26:25
lastmod: 2017-12-07 21:15:38
status_changed: 2010-07-16 09:26:25
type: article
metadata_visibility: show
item_issues_count: 0
creators_name: Hoyles, Celia
creators_id: c.hoyles@ioe.ac.uk
title: Creating an inclusive culture in mathematics through subject-specific teacher professional development: a case study from England
ispublished: pub
divisions: B14
date: 2010-02
date_type: published
language: eng
full_text_status: restricted
publication: The Journal of Mathematics and Culture
volume: 5
number: 1
pagerange: 43-61
pages: 19
refereed: TRUE
issn: 1558-5336
citation:        Hoyles, Celia;      (2010)    Creating an inclusive culture in mathematics through subject-specific teacher professional development: a case study from England.                   The Journal of Mathematics and Culture , 5  (1)   pp. 43-61.         
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10006160/1/Hoyles2010Creating_43.pdf