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Result 1 to 9 of 9 total

Moving students to “the why?”. (English)
Math. Teach. Middle Sch. 20, No. 8, 484-491 (2015).
Classification: E53
1
An initial framework for the language of higher-order thinking mathematics practices. (English)
Math. Educ. Res. J. 24, No. 3, 257-281 (2012).
Classification: E43 C53 C33
2
Justification as a teaching and learning practice: its (potential) multifacted role in middle grades mathematics classrooms. (English)
J. Math. Behav. 31, No. 4, 447-462 (2012).
Classification: E53 D33
3
The mathematics learning discourse project: fostering higher order thinking and academic language in urban mathematics classrooms. (English)
J. Urban Math. Educ. 3, No. 1, 27-56 (2010).
Classification: B50 C60
4
Purposes and perceptions: what do university mathematics professors see as their role in the education of secondary mathematics teachers? (English)
PRIMUS, Probl. Resour. Issues Math. Undergrad. Stud. 20, No. 8, 646-663 (2010).
Classification: B50 D39
5
Shared language. (English)
Math. Teach. (Reston) 102, No. 8, 606-613 (2009).
Classification: B50
6
Promoting student collaboration in a detracked, heterogeneous secondary mathematics classroom. (English)
J. Math. Teach. Educ. 11, No. 5, 349-371 (2008).
Classification: C73 C74 D43 D44 G33 G34 B53 B54
7
Supporting whole-class collaborative inquiry in a secondary mathematics classroom. (English)
Cogn. Instr. 25, No. 2-3, 161-217 (2007).
Classification: C64 C74 D44
8
Making the most of mathematical discussions. (English)
Math. Teach. (Reston) 101, No. 4, 257-261 (2007).
Classification: C70 C50 D40
9
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Result 1 to 9 of 9 total

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