Mathematical meaning-making and its relation to design of teaching.
We are examining actions that teachers take to convert tasks into learning opportunities. In this paper, we contrast ways that three teachers convert the same task into lessons, and the way that their lessons reflect their intent. We found that the teachers did what they intended to do, that this wa...
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| Format: | Default Article |
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2015
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| Online Access: | https://hdl.handle.net/2134/18228 |
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