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The use of carefully planned board work to support the productive discussion of multiple student responses in a Japanese problem-solving lesson (2022)

First Author: Baldry F

Attributed to: Exploring socially distributed professional knowledge for coherent curriculum design funded by FIC

Abstract

No abstract provided

Bibliographic Information

Digital Object Identifier: http://dx.doi.org/10.1007/s10857-021-09511-6

Publication URI: http://dx.doi.org/10.1007/s10857-021-09511-6

Type: Journal Article/Review

Parent Publication: Journal of Mathematics Teacher Education