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Phone: (843) 588-2001

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9 p.m. - 6 p.m.

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Phone: (843) 805-6888

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Phone: (843) 572-4094

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Closed (Toddler Storytime)

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Phone: (843) 744-2489

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Academic Journal

Professional Development for Teaching Mathematics with Technology: A Comparative Study of Facilitators' Beliefs and Practices in China and Germany

Authors : Daniel Thurm (ORCID 0000-0001-6531-5271); Shuhui Li (ORCID 0000-0002-5231-7785); Bärbel Barzel (ORCID 0000-0001-6249-0891)

Subjects: Facilitators (Individuals); Faculty Development; Cultural DifferencesChina; Germany

Source: Educational Studies in Mathematics. 2024 115(2):247-269.23

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Academic Journal

Teaching of Topology and Its Applications in Learning: A Bibliometric Meta-Analysis of the Last Years from the Scopus Database

Authors : Vizcaíno, Diego; Vargas, Victor; Huertas, Adriana

Subjects: Topology; Mathematical Concepts; Mathematics InstructionUnited States; United Kingdom; Germany

Source: Mathematics Teaching Research Journal. Spr 2023 15(1):198-222.25

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Academic Journal

Professional Noticing of Mathematics Teachers: A Comparative Study between Germany and China

Authors : Yang, Xinrong; Kaiser, Gabriele; König, Johannes

Subjects: Foreign Countries; Comparative Education; Mathematics TeachersGermany; China

Source: International Journal of Science and Mathematics Education. Jun 2019 17(5):943-963.21

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Academic Journal

Selection of Content in High School Mathematics Textbooks: An International Comparison

Authors : Wang, J. (ORCID 0000-0001-8096-2602); Lu, X.

Subjects: Secondary School Mathematics; Textbooks; Comparative AnalysisChina; France; Germany

Source: ZDM: The International Journal on Mathematics Education. Sep 2018 50(5):813-826.14

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Academic Journal

Measuring Chinese Teacher Professional Competence: Adapting and Validating a German Framework in China

Authors : Yang, Xinrong (ORCID 0000-0003-3520-898X); Kaiser, Gabriele (ORCID 0000-0002-6239-0169); König, Johannes (ORCID 0000-0003-3374-9408)

Subjects: Foreign Countries; Teacher Competencies; Mathematics InstructionChina; Germany

Source: Journal of Curriculum Studies. 2018 50(5):638-653.16

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