Examining technology-supported teacher responding and students’ written mathematical explanations

Author:

Bywater James P.ORCID,Lilly SarahORCID,Chiu Jennifer L.ORCID

Funder

National Science Foundation

Publisher

Springer Science and Business Media LLC

Subject

General Mathematics,Education

Reference90 articles.

1. Aguirre, J., Mayfield-Ingram, K., & Martin, D. (2013). The impact of identity in K-8 mathematics learning and teaching: Rethinking equity-based practices. Reston, VA: National Council of Teachers of Mathematics.

2. Atasoy, E., & Adnan, B. A. K. I. (2020). Investigation of students’ cognitive learning in mathematics lessons supported with writing activities. Turkish Journal of Computer and Mathematics Education, 11(2), 528–583. https://doi.org/10.16949/turkbilmat.703648

3. Ball, D. L. (1993). With an eye on the mathematical horizon: Dilemmas of teaching elementary school mathematics. The Elementary School Journal, 93(4), 373–397. https://doi.org/10.1086/461730

4. Ball, D. L., Hill, H. C., & Bass, H. (2005). Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade, and how can we decide? American Educator, Fall, 14–46. http://hdl.handle.net/2027.42/65072

5. Barwell, R. (2005). Ambiguity in the mathematics classroom. Language and Education, 19(2), 117–125. https://doi.org/10.1080/09500780508668667

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