{"title":"卢旺达师范学院的数学教学知识：为博士课程收集的数据","authors":"Hashituky Telesphore Habiyaremye, Celestin Ntivuguruzwa, Philothere Ntawiha","doi":"10.1080/2331186x.2024.2378273","DOIUrl":null,"url":null,"abstract":"This dataset was collected for the fulfillment of the first author’s PhD studies. It was collected in two phases. Preliminary data investigated the status of tutors’ mathematical knowledge for teac...","PeriodicalId":47007,"journal":{"name":"Cogent Education","volume":"55 1","pages":""},"PeriodicalIF":1.5000,"publicationDate":"2024-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Mathematical knowledge for teaching among Rwandan Teacher Training Colleges: data collected for a doctoral program\",\"authors\":\"Hashituky Telesphore Habiyaremye, Celestin Ntivuguruzwa, Philothere Ntawiha\",\"doi\":\"10.1080/2331186x.2024.2378273\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This dataset was collected for the fulfillment of the first author’s PhD studies. It was collected in two phases. Preliminary data investigated the status of tutors’ mathematical knowledge for teac...\",\"PeriodicalId\":47007,\"journal\":{\"name\":\"Cogent Education\",\"volume\":\"55 1\",\"pages\":\"\"},\"PeriodicalIF\":1.5000,\"publicationDate\":\"2024-07-21\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Cogent Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/2331186x.2024.2378273\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cogent Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/2331186x.2024.2378273","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Mathematical knowledge for teaching among Rwandan Teacher Training Colleges: data collected for a doctoral program
This dataset was collected for the fulfillment of the first author’s PhD studies. It was collected in two phases. Preliminary data investigated the status of tutors’ mathematical knowledge for teac...
期刊介绍：
Part of the Taylor & Francis / Routledge Group, Cogent Education is a leading multidisciplinary open access journal, publishing high-quality, peer-reviewed articles across the breadth of educational research. All articles are free to access across the globe, allowing authors to share their research and maximise its impact. Cogent Education is led by Editor-in-Chief Professor John C.K. Lee (The Education University of Hong Kong), supported by an expert international Editorial Board. Our academic editors take an objective and constructive approach to peer review, ensuring each manuscript is evaluated on its own scholarly merits and research integrity. Article-level metrics let the research speak for itself. Cogent Education also presents collections that publish the latest studies on key topics and discussion within the education community based on research projects and conferences.
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