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