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Abstract
The main goal of the study reported in the paper is to highlight some features of teachers' choice of examples in the mathematics classroom, in reference to their potential contribution or impediment to student learning. Specific examples from classroom observations are presented and analyzed accordingly, pointing to the complexity of considerations required for desirable choices. The discussion addresses the potential implications of the findings to mathematics teacher education programmes.
Notes
1. This research was supported by Israel Science Foundation (grant 834/04, O. Zaslavsky PI).