APA (7th ed.) Citation

Holl-Cross, C., McCulloch, A., Smallenberger, M., & Smallenberger, K. (2024). A COLLEGE ALGEBRA INSTRUCTOR’S TRANSITION FROM PROCEDURAL TO CONCEPTUAL THROUGH THE CODESIGN OF FORMATIVE ASSESSMENTS. Conference Papers -- Psychology of Mathematics & Education of North America, 1293.

Chicago Style (17th ed.) Citation

Holl-Cross, Cathy, Allison McCulloch, Michael Smallenberger, and Kelly Smallenberger. "A COLLEGE ALGEBRA INSTRUCTOR’S TRANSITION FROM PROCEDURAL TO CONCEPTUAL THROUGH THE CODESIGN OF FORMATIVE ASSESSMENTS." Conference Papers -- Psychology of Mathematics & Education of North America 2024: 1293.

MLA (9th ed.) Citation

Holl-Cross, Cathy, et al. "A COLLEGE ALGEBRA INSTRUCTOR’S TRANSITION FROM PROCEDURAL TO CONCEPTUAL THROUGH THE CODESIGN OF FORMATIVE ASSESSMENTS." Conference Papers -- Psychology of Mathematics & Education of North America, 2024, p. 1293.