Operational, interpersonal, discussional and ideational dimensions of classroom norms for dialogic practice in school mathematics (2018)

First Author: Hofmann R

Attributed to: Effecting Principled Improvement in STEM Education: Student Engagement and Learning in Early Secondary-School Physical Science and Mathematics funded by ESRC

Abstract

No abstract provided

Bibliographic Information

Digital Object Identifier: http://dx.doi.org/10.17863/cam.39249

Publication URI: https://www.repository.cam.ac.uk/handle/1810/292094

Type: Journal Article/Review