has been cited by the following article(s):
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[1]
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Professional Development of Kindergarten Teachers through Collaboration with Preschool Math Education Expertise
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Special Issues in Early Childhood Mathematics …,
2022 |
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[2]
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Between Natural Language and Mathematical Symbols (<,>,=)
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Special Issues in Early Childhood …,
2022 |
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[3]
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РАЗВИТИЕ ПОЗНАВАТЕЛЬНОГО ИНТЕРЕСА К ОБУЧЕНИЮ МАТЕМАТИКЕ У СТАРШИХ ДОШКОЛЬНИКОВ
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Вестник Томского …,
2022 |
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[4]
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DEVELOPMENT OF COGNITIVE INTEREST IN TEACHING MATHEMATICS TO SENIOR PRESCHOOLERS
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ВЕСТНИК ТОМСКОГО ГОСУДАРСТВЕННОГО ПЕДАГОГИЧЕСКОГО УНИВЕРСИТЕТА,
2022 |
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[5]
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They saw and dared to call things mathematics: facilitators' views on an online mathematical professional development module
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2019 |
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[6]
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Between natural language and mathematical symbols (<,>,=): the comprehension of pre-service and preschool teachers' perspective of “Numbers” and “Quantity”
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2019 |
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[7]
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Collaboration between Mathematics Facilitators and Preschool Teachers Using the Innovative" Senso-Math" Preschool Program.
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Mathematics Teacher Education and Development,
2018 |
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[8]
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THE “SENSO-MATH” PRESCHOOL PROGRAM: SUCCESSFUL COOPERATION BETWEEN FACILITATORS AND PRESCHOOL TEACHERS
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Conference Paper,
2015 |
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[9]
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SUCCESSFUL COOPERATION BETWEEN MATHEMATICAL FACILITATORS AND PRESCHOOL TEACHERS, THE AIM OF “SENSO-MATH” PRESCHOOL …
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International Symposium Elementary Maths …,
2015 |
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[1]
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DEVELOPMENT OF COGNITIVE INTEREST IN TEACHING MATHEMATICS TO SENIOR PRESCHOOLERS
Tomsk state pedagogical university bulletin,
2022
DOI:10.23951/1609-624X-2022-5-132-147
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[2]
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Between Natural Language and Mathematical Symbols (<, >, =): The Comprehension of Pre-Service and Preschool Teachers- Perspective of Numbers
Creative Education,
2017
DOI:10.4236/ce.2017.812130
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