id: 02367874
dt: a
an: 2006c.01591
au: Karaaǧaç, M. Kerem
ti: An aspect of teacher practice in Turkish classrooms: differences in time
    given to students to do mathematics in two different types of schools.
so: McNamara, Olwen, Proceedings of the British Society for Research into
    Learning Mathematics. Vol. 24 (2). ,. 39-44 (2004).
py: 2004
pu: ,
la: EN
cc: D20 D40 C70
ut: turkey; educational research; teaching-learning processes; comparative
    studies; teaching methods
ci: 
li: 
ab: In this paper I will look at the structure of mathematics lessons in
    Turkish state schools and private colleges. Although teachers’
    practices have similar structural features in teachers’ own accounts,
    there are different teacher privileging patterns in classrooms. In
    particular, the time given to student engagement with examples differs.
    In private colleges, time allowed for students engagement with problems
    is markedly less than in state schools. (orig.)
rv: