Teachers’ professional practice conducting mathematical discussions
This paper seeks to identify actions that can be regarded as building elements of teachers’ classroom practice in mathematical discussion and how these actions may be combined to provide fruitful learning opportunities for students. It stands on a framework that focuses on two key elements of teachi...
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| Format: | article |
| Language: | eng |
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2016
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| Online Access: | http://hdl.handle.net/10451/24730 |
| Country: | Portugal |
| Oai: | oai:repositorio.ul.pt:10451/24730 |