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dc.contributor.authorZakariya, Yusuf F.
dc.contributor.authorMidttun, Øystein
dc.contributor.authorNyberg, Svein Olav Glesaaen
dc.contributor.authorGjesteland, Thomas
dc.date.accessioned2022-09-08T11:03:06Z
dc.date.available2022-09-08T11:03:06Z
dc.date.created2022-06-21T16:08:17Z
dc.date.issued2022
dc.identifier.citationZakariya, Y.F., Midttun, Ø., Nyberg, S.O.G & Gjesteland, T. (2022). Reforming the Teaching and Learning of Foundational Mathematics Courses: An Investigation into the Status Quo of Teaching, Feedback Delivery, and Assessment in a First-Year Calculus Course. Mathematics, 10 (13), 14.en_US
dc.identifier.issn2227-7390
dc.identifier.urihttps://hdl.handle.net/11250/3016587
dc.language.isoengen_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.titleReforming the Teaching and Learning of Foundational Mathematics Courses: An Investigation into the Status Quo of Teaching, Feedback Delivery, and Assessment in a First-Year Calculus Courseen_US
dc.title.alternativeReforming the Teaching and Learning of Foundational Mathematics Courses: An Investigation into the Status Quo of Teaching, Feedback Delivery, and Assessment in a First-Year Calculus Courseen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© 2022 The Author(s)en_US
dc.subject.nsiVDP::Matematikk og Naturvitenskap: 400::Matematikk: 410en_US
dc.source.pagenumber14en_US
dc.source.volume10en_US
dc.source.journalMathematicsen_US
dc.source.issue13en_US
dc.identifier.doihttps://doi.org/10.3390/math10132164
dc.identifier.cristin2033985
dc.source.articlenumber2164en_US
cristin.qualitycode1


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