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Measuring change in mathematics learning with longitudinal studies: conceptualization and methodological issues. (English)
Middleton, James A. (ed.) et al., Large-scale studies in mathematics education. Cham: Springer (ISBN 978-3-319-07715-4/hbk; 978-3-319-07716-1/ebook). Research in Mathematics Education, 293-309 (2015).
Classification: D20 C30
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Changes in instructional tasks and their influence on classroom discourse in reformed mathematics classrooms of Chinese primary schools. (English)
Li, Yeping (ed.) et al., Transforming mathematics instruction. Multiple approaches and practices. Cham: Springer (ISBN 978-3-319-04992-2/hbk; 978-3-319-04993-9/ebook). Advances in Mathematics Education, 217-230 (2014).
Classification: D32 D33 D52 D53 C72 C73
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Relations of instructional tasks to teacher-student discourse in mathematics classrooms of Chinese primary schools. (English)
Cogn. Instr. 32, No. 1, 2-43 (2014).
Classification: C73 D53
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Semantic domains of rational numbers and the acquisition of fraction equivalence. (English)
Contemp. Educ. Psychol. 26, No. 3, 400-417 (2001).
Classification: F43 C33
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