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Education 3-13
International Journal of Primary, Elementary and Early Years Education
Volume 41, 2013 - Issue 1: Emergent Researchers' Special Edition
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Articles

Exploratory talk in mathematics: what are the benefits?

Susan Rabel Department of Initial Teacher Training and Education, University of Bedfordshire, Bedford, UKCorrespondence[email protected]
&
Irene Wooldridge Department of Initial Teacher Training and Education, University of Bedfordshire, Bedford, UK
Pages 15-22 | Received 15 Aug 2011, Accepted 01 Nov 2011, Published online: 25 Sep 2012

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Inés Gallego-Sánchez, Verónica Martín-Molina, Isabel Caro-Torró & José María Gavilán-Izquierdo. (2023) Spanish primary school students’ engagement with a non-traditional method when adding and subtracting: ritualised versus exploratory participation. Education 3-13 0:0, pages 1-16.
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Taro Fujita, Jonathan Doney, Ruth Flanagan & Rupert Wegerif. (2021) Collaborative group work in mathematics in the UK and Japan: use of group thinking measure tests. Education 3-13 49:2, pages 119-133.
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Thi Diem Hang Khong, Eisuke Saito & Robyn M. Gillies. (2019) Key issues in productive classroom talk and interventions. Educational Review 71:3, pages 334-349.
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Articles from other publishers (2)

Yılmaz SOYSAL. (2019) Indicators of Productive Classroom Talk and Supporting Discourse Moves: A Systematic Review for Effective Science TeachingÜretken Sınıf Söyleminin Göstergeleri ve Destekleyici Söylemsel Hamleler: Etkili Fen Eğitimi için Sistematik Bir Derleme. Academy Journal of Educational Sciences 3:2, pages 114-137.
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YILMAZ SOYSAL. (2019) Üretken Sınıf Söyleminin Göstergeleri ve Destekleyici Söylemsel Hamleler: Etkili Fen Eğitimi için Sistematik Bir Derleme. Academy Journal of Educational Sciences, pages 114-137.
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