Mathematics Discourse in Instruction (MDI): A Discursive Resource as Boundary Object Across Practices

Author:

Adler Jill

Publisher

Springer International Publishing

Reference34 articles.

1. Adler, J. (2012a). Knowledge resources in and for school mathematics teaching. In G. Gueudet, B. Pepin, & L. Trouche (Eds.), From Text to ‘Lived’ Resources (Vol. 7, pp. 3–22): Springer Netherlands.

2. Adler, J. (2012b). The research and development curve continued: Report of the wits FRF mathematics chair and the wits maths connect—Secondary (WMCS) project. Unpublished report. University of the Witwatersrand. Johannesburg.

3. Adler, J., & Davis, Z. (2011). Modelling teaching in mathematics teacher education and the constitution of mathematics for teaching. In T. Rowland & K. Ruthven (Eds.), Mathematical knowledge in teaching (Vol. 50). Dordrecht: Springer.

4. Adler, J., & Pillay, V. (2017). Mathematics education in South Africa. In J. Adler & A. Sfard (Eds.), Research for educational change: Transforming researchers’ insights into improvement in mathematics teaching and learning (pp. 9–24). Abingdon: Routledge.

5. Adler, J., & Ronda, E. (2015). A framework for describing mathematics discourse in instruction and interpreting differences in teaching. African Journal of Research in Mathematics, Science and Technology Education. doi: 10.1080/10288457.2015.1089677

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