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Creating an inclusive culture in mathematics through subject-specific teacher professional development: a case study from England

Hoyles, C; (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.

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Type: Article
Title: Creating an inclusive culture in mathematics through subject-specific teacher professional development: a case study from England
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/1515646
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