JOERSZ, J. R. Changing the Way That Math is Taught: Conceptual Versus Procedural Knowledge. Learning to Teach Language Arts, Mathematics, Science, and Social Studies Through Research and Practice, [S. l.], v. 5, n. 1, 2018. Disponível em: https://openjournals.utoledo.edu/index.php/learningtoteach/article/view/213. Acesso em: 22 nov. 2024.