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dc.contributor.authorOrrill, Chandra Hawley
dc.contributor.authorShaffer, David Williamson
dc.date.accessioned2020-01-08T16:17:49Z
dc.date.accessioned2020-01-08T22:02:36Z-
dc.date.available2020-01-08T16:17:49Z
dc.date.available2020-01-08T22:02:36Z-
dc.date.issued2012-07
dc.identifier.citationOrrill, C. H. & Shaffer, D. W. (2012). Exploring Connectedness: Applying ENA to Teacher Knowledge. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 1, Full Papers (pp. 175-179). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2012.1.175
dc.identifier.urihttps://repository.isls.org//handle/1/2201-
dc.description.abstractIn this study, we consider teacher knowledge of mathematics from the perspective of connectedness. To accomplish this, we adapted Epistemic Network Analysis techniques to characterize the connections between and among pieces of teacher knowledge related to one aspect of proportional reasoning. We discuss the value of this approach as well as directions for further research.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.titleExploring Connectedness: Applying ENA to Teacher Knowledgeen_US
dc.typeFull Papersen_US
Appears in Collections:ICLS 2012

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