Works matching IS 00131954 AND DT 2014 AND VI 85 AND IP 2
Results: 8
Redirecting, progressing, and focusing actions-a framework for describing how teachers use students' comments to work with mathematics.
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- Educational Studies in Mathematics, 2014, v. 85, n. 2, p. 281, doi. 10.1007/s10649-013-9515-1
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- Article
How do exemplary Chinese and U.S. mathematics teachers view instructional coherence?
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- Educational Studies in Mathematics, 2014, v. 85, n. 2, p. 265, doi. 10.1007/s10649-013-9513-3
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- Article
Sociomathematical and mathematical norms related to definition in pre-service primary teachers' discourse.
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- Educational Studies in Mathematics, 2014, v. 85, n. 2, p. 305, doi. 10.1007/s10649-013-9516-0
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- Article
Learning about learner errors in professional learning communities.
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- Educational Studies in Mathematics, 2014, v. 85, n. 2, p. 221, doi. 10.1007/s10649-013-9507-1
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- Article
A comparison of Korean and American secondary school textbooks: the case of quadratic equations.
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- Educational Studies in Mathematics, 2014, v. 85, n. 2, p. 241, doi. 10.1007/s10649-013-9512-4
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- Article
School mathematics registers in a context of low academic expectations.
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- Educational Studies in Mathematics, 2014, v. 85, n. 2, p. 175, doi. 10.1007/s10649-013-9503-5
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- Article
Why and how mathematicians read proofs: further evidence from a survey study.
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- Educational Studies in Mathematics, 2014, v. 85, n. 2, p. 161, doi. 10.1007/s10649-013-9514-2
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- Article
Critical mathematics discourse in a high school classroom: examining patterns of student engagement and resistance.
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- Educational Studies in Mathematics, 2014, v. 85, n. 2, p. 201, doi. 10.1007/s10649-013-9506-2
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- Article