Operational, interpersonal, discussional and ideational dimensions of classroom norms for dialogic practice in school mathematics (2018)
Abstract
No abstract provided
Bibliographic Information
Digital Object Identifier: http://dx.doi.org/10.1002/berj.3444
Publication URI: http://dx.doi.org/10.1002/berj.3444
Type: Journal Article/Review
Parent Publication: British Educational Research Journal
Issue: 3