Measuring interaction quality in mathematics instruction: How differences in operationalizations matter methodologically-Reference-Cited by-同舟云学术

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Measuring interaction quality in mathematics instruction: How differences in operationalizations matter methodologically

Published:2023-06 Issue: Volume:70 Page:101054
ISSN:0732-3123
Container-title:The Journal of Mathematical Behavior
language:en
Short-container-title:The Journal of Mathematical Behavior

Author:

Quabeck Kim,Erath Kirstin^ORCID,Prediger Susanne^ORCID

Publisher

Elsevier BV

Subject

Applied Mathematics,Education,Mathematics (miscellaneous)

Reference59 articles.

1. Discursive demands and equity in second language mathematics classroom;Barwell,2012

2. Interaction, construction, and knowledge – Alternative perspectives for mathematics education;Bauersfeld,1988

3. Classroom observation and mathematics education research;Bostic;Journal of Mathematics Teacher Education,2021

4. Assessing instructional quality in mathematics;Boston;The Elementary School Journal,2012

5. Brophy, J. (2000). Teaching (Educational Practices Series Vol. 1). International Academy of Education.

Cited by 2 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Differential instructional qualities despite equal tasks: Relevance of school contexts for subdomains of cognitive demands;ZDM – Mathematics Education;2024-04-04

2. Effects of Interaction Qualities Beyond Task Quality: Disentangling Instructional Support and Cognitive Demands;International Journal of Science and Mathematics Education;2023-08-01

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