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Articles

Reasoning-and-Proving in School Mathematics Textbooks

Pages 258-288 | Published online: 14 Oct 2009

Keep up to date with the latest research on this topic with citation updates for this article.

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Meryem Nhiry, Said Abouhanifa & El Mostapha El Khouzai. (2023) The characterization of mathematical reasoning through an analysis of high school curricula and textbooks in Morocco. Cogent Education 10:1.
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Brendan O’Sullivan, Sinéad Breen & Ann O’Shea. (2023) An analysis of Irish mathematics textbook tasks in the context of curriculum change. Irish Educational Studies 0:0, pages 1-19.
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Lathiful Anwar, Angeliki Mali & Martin Goedhart. (2022) Formulating a conjecture through an identification of robust invariants with a dynamic geometry system. International Journal of Mathematical Education in Science and Technology 0:0, pages 1-23.
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Thembinkosi Peter Mkhatshwa. (2022) Quantitative and covariational reasoning opportunities provided by calculus textbooks: the case of the derivative. International Journal of Mathematical Education in Science and Technology 0:0, pages 1-28.
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Andreas Bergwall. (2021) Proof-related reasoning in upper secondary school: characteristics of Swedish and Finnish textbooks. International Journal of Mathematical Education in Science and Technology 52:5, pages 731-751.
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Jöran Petersson, Judy Sayers, Eva Rosenqvist & Paul Andrews. (2021) Two novel approaches to the content analysis of school mathematics textbooks. International Journal of Research & Method in Education 44:2, pages 208-222.
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Jonas Jäder, Johan Lithner & Johan Sidenvall. (2020) Mathematical problem solving in textbooks from twelve countries. International Journal of Mathematical Education in Science and Technology 51:7, pages 1120-1136.
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Linor L. Hadar & T. Lefcourt Ruby. (2019) Cognitive opportunities in textbooks: the cases of grade four and eight textbooks in Israel. Mathematical Thinking and Learning 21:1, pages 54-77.
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Avi Sigler, Ruti Segal & Moshe Stupel. (2016) The standard proof, the elegant proof, and the proof without words of tasks in geometry, and their dynamic investigation. International Journal of Mathematical Education in Science and Technology 47:8, pages 1226-1243.
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Samuel Otten, Nicholas J. Gilbertson, Lorraine M. Males & D. Lee Clark. (2014) The Mathematical Nature of Reasoning-and-Proving Opportunities in Geometry Textbooks. Mathematical Thinking and Learning 16:1, pages 51-79.
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Alejandro S. González-Martín, Victor Giraldo & Alexandre M. Souto. (2013) The introduction of real numbers in secondary education: an institutional analysis of textbooks. Research in Mathematics Education 15:3, pages 230-248.
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Torulf Palm, Jesper Boesen & Johan Lithner. (2011) Mathematical Reasoning Requirements in Swedish Upper Secondary Level Assessments. Mathematical Thinking and Learning 13:3, pages 221-246.
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Jeffrey Choppin. (2011) The Impact of Professional Noticing on Teachers' Adaptations of Challenging Tasks. Mathematical Thinking and Learning 13:3, pages 175-197.
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Andreas Bergwall. Topic-specific characteristics of proof-related reasoning. International Journal of Mathematical Education in Science and Technology 0:0, pages 1-22.
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Articles from other publishers (89)

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Thembinkosi Peter Mkhatshwa. (2023) Opportunity to learn about optimization problems provided by undergraduate calculus textbooks: A case study. Eurasia Journal of Mathematics, Science and Technology Education 19:10, pages em2335.
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Rui Ding, Rongjin Huang & Xixi Deng. (2023) Multiple pathways for developing functional thinking in elementary mathematics textbooks: a case study in China. Educational Studies in Mathematics 114:2, pages 223-248.
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Merav Weingarden & Orly Buchbinder. (2023) Teacher learning to teach mathematics via reasoning and proving: a discursive analysis of lesson plans modifications. Frontiers in Education 8.
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Ruhama Even & Boaz Silverman. (2023) Paths of Justification in Israeli 7th Grade Mathematics Textbooks. International Journal of Science and Mathematics Education.
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Sare Şengül & Büşra Kıral. (2023) Matematik Ders Kitaplarında Matematiksel Akıl Yürütme ve İspat. Yaşadıkça Eğitim 37:2, pages 508-530.
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Begum OZMUSUL & Recep BINDAK. (2022) Examining mathematical justification levels of 7th grade students. Acta Didactica Napocensia 15:2, pages 185-197.
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Zülfiye ZEYBEK ŞİMŞEK & Elif KILIÇOĞLU. (2022) Ortaokul Matematik Dersi Öğretim Programı Kazanımlarının Süreç Standartları Kapsamında İncelenmesi. Batı Anadolu Eğitim Bilimleri Dergisi 13:2, pages 1440-1459.
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Andreas J. Stylianides & Gabriel J. Stylianides. (2022) Introducing students and prospective teachers to the notion of proof in mathematics. The Journal of Mathematical Behavior 66, pages 100957.
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Xingfeng Huang, Yu Xiao, Joseph S. Webster, Roger E. Howe & Yeping Li. (2022) Exploring Shanghai students’ mathematics learning as related to content presentation in textbooks: the case of the commutative property of addition. ZDM – Mathematics Education 54:3, pages 595-609.
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Yu Fu, Chunxia Qi & Jiayao Wang. (2022) Reasoning and Proof in Algebra: The Case of Three Reform-Oriented Textbooks in China. Canadian Journal of Science, Mathematics and Technology Education 22:1, pages 130-149.
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Loryane Santos de Oliveira, Eliane Maria de Oliveira Araman & André Luis Trevisan. (2022) PROCESSOS DE RACIOCÍNIO MATEMÁTICO EM UMA TAREFA EXPLORATÓRIA. PARADIGMA, pages 01-21.
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María José Castillo Céspedes, María Burgos & Juan D. Godino. (2022) Elaboración de una guía de análisis de libros de texto de matemáticas basada en la teoría de la idoneidad didáctica. Educação e Pesquisa 48.
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María José Castillo Céspedes, María Burgos & Juan D. Godino. (2022) Building a guide to analyse mathematics textbooks based on the didactical suitability theory. Educação e Pesquisa 48.
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Andreas J. Stylianides & Gabriel J. Stylianides. 2022. Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof. Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof 65 72 .
Karl W. Kosko & Kristen N. Bieda. 2022. Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof. Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof 313 323 .
Eric Knuth, Orit Zaslavsky & Hangil Kim. 2022. Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof. Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof 129 136 .
Nurullah Yazici. (2021) INVESTIGATION OF USE CASES OF MATHEMATICS TEXTBOOKS IN THE TEACHING PROCESS FROM A DEVELOPMENTAL PERSPECTIVE. Problems of Education in the 21st Century 79:6, pages 880-893.
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Nazan MERSİN & Çiğdem KILIÇ. (2021) ORTAOKUL MATEMATİK DERS KİTAPLARINDA BULUNAN PROBLEM KURMA ETKİNLİKLERİNİN ULUSLARARASI DÜZEYDE KARŞILAŞTIRILMASIINTERNATIONAL COMPARISON OF PROBLEM-POSING ACTIVITIES IN MIDDLE SCHOOL MATHEMATICS TEXTBOOKS. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi 21:4, pages 1259-1279.
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Nataly Pincheira & Ángel Alsina. (2021) El álgebra temprana en los libros de texto de Educación Primaria: implicaciones para la formación docente. Bolema: Boletim de Educação Matemática 35:71, pages 1316-1337.
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Yi-Yin Ko & Mary K. Rose. (2021) Are self-constructed and student-generated arguments acceptable proofs? Pre-service secondary mathematics teachers’ evaluations. The Journal of Mathematical Behavior 64, pages 100912.
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Claudia Vásquez & Ángel Alsina. (2021) Analysing Probability Teaching Practices in Primary Education: What Tasks Do Teachers Implement?. Mathematics 9:19, pages 2493.
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Warli, P Rahayu & I Cintamulya. (2021) Scaffolding as a strategy to help student difficulties in proving group problems. Journal of Physics: Conference Series 1776:1, pages 012037.
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André Luis Trevisan & Eliane Maria de Oliveira Araman. (2021) Processos de Raciocínio Matemático Mobilizados por Estudantes de Cálculo em Tarefas Envolvendo Representações Gráficas. Bolema: Boletim de Educação Matemática 35:69, pages 158-178.
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Margarida Rodrigues, Lina Brunheira & Lurdes Serrazina. (2021) A framework for prospective primary teachers’ knowledge of mathematical reasoning processes. International Journal of Educational Research 107, pages 101750.
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Muhammed Fatih Dogan & Caro Williams-Pierce. (2020) The role of generic examples in teachers’ proving activities. Educational Studies in Mathematics 106:1, pages 133-150.
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Jing Cheng, Xin Zheng & Yan Zhu. 2021. Beyond Shanghai and PISA. Beyond Shanghai and PISA 187 207 .
Eric Knuth, Hangil Kim, Orit Zaslavsky, Rebecca Vinsonhaler, Damon Gaddis & Luis Fernandez. (2020) Teachers’ Views about the Role of Examples in Proving-related Activities. Journal of Educational Research in Mathematics 30:S, pages 115-134.
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Patrick Tchonang Youkap, Judith Njomgang Ngansop, Daniel Tieudjo & Bettina Pedemonte. (2020) The Introduction of Proof at the Secondary School in Cameroun: A First Approach trough the Study of Quadrilaterals and Triangles in the Textbook. International Electronic Journal of Mathematics Education 15:3, pages em0599.
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Eliane Maria de Oliveira Araman, Maria de Lurdes Serrazina & João Pedro da Ponte. (2020) Raciocínio Matemático nos Primeiros Anos: ações de duas professoras ao discutir tarefas com seus alunos. Bolema: Boletim de Educação Matemática 34:67, pages 441-461.
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Emilie Wiesner, Aaron Weinberg, Ellie Fitts Fulmer & John Barr. (2020) The Roles of Textual Features, Background Knowledge, and Disciplinary Expertise in Reading a Calculus Textbook. Journal for Research in Mathematics Education 51:2, pages 204-233.
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H Sugilar, U Dedih, C Anwar, T Priatna, A Lestari & W Darmalaksana. (2020) The Correlation between Logic Ability, Mathematical Proof and The Holy Qur’an Recitations. Journal of Physics: Conference Series 1467:1, pages 012024.
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Lisnet Mwadzaangati. (2019) Comparison of geometric proof development tasks as set up in the textbook and as implemented by teachers in the classroom. Pythagoras 40:1.
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S Soma Salim. (2019) Reasoning-and-proving and world-related problems in the mathematics textbook of Kurikulum 2013 revised in 2017. Journal of Physics: Conference Series 1317:1, pages 012126.
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Zehra TOPRAK & Mehmet Fatih ÖZMANTAR. (2019) A Comparative Analysis of Turkey and Singapore 5th Grade Mathematics Textbooks in Terms of Worked Examples and Questions. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 10:2, pages 539-566.
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Linor L. Hadar & Mor Tirosh. (2019) Creative thinking in mathematics curriculum: An analytic framework. Thinking Skills and Creativity 33, pages 100585.
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Recai AKKUŞ. (2019) Change in the Level of Justification in Problem Solving Over TimeProblem Çözmede Gerekçelendirme Seviyelerinin Zamana Göre Değişimi. Kastamonu Eğitim Dergisi 27:4, pages 1481-1494.
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Xu Hua Sun. (2018) Bridging whole numbers and fractions: problem variations in Chinese mathematics textbook examples. ZDM 51:1, pages 109-123.
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Kimberly Cervello Rogers & Karl W. Kosko. (2019) How elementary and collegiate instructors envision tasks as supportive of mathematical argumentation: A comparison of instructors’ task constructions. The Journal of Mathematical Behavior 53, pages 228-241.
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Di Zhang & Chunxia Qi. (2019) Reasoning and proof in eighth-grade mathematics textbooks in China. International Journal of Educational Research 98, pages 77-90.
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Pi-Jen Lin. (2018) The Development of Students’ Mathematical Argumentation in a Primary Classroom. Educação & Realidade 43:3, pages 1171-1192.
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Michal Ayalon & Rina Hershkowitz. (2018) Mathematics teachers' attention to potential classroom situations of argumentation. The Journal of Mathematical Behavior 49, pages 163-173.
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Kai Joo Tan, Zaleha Ismail & Mardhiyana Abidin. (2018) A Comparative Analysis on Cognitive Domain for the Malaysian Primary Four Textbook Series. EURASIA Journal of Mathematics, Science and Technology Education 14:4.
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Linor L. Hadar. (2017) Opportunities to learn: Mathematics textbooks and students’ achievements. Studies in Educational Evaluation 55, pages 153-166.
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Erlina Ronda & Jill Adler. (2016) Mining Mathematics in Textbook Lessons. International Journal of Science and Mathematics Education 15:6, pages 1097-1114.
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박해민 & 이종희. (2016) Analysis of Conjecture and Justification in the Second Grade Middle School Mathematics Textbooks: Focusing on Geometry. Journal of Research in Curriculum Instruction 20:5, pages 371-381.
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Gabriel J. Stylianides, James Sandefur & Anne Watson. (2016) Conditions for proving by mathematical induction to be explanatory. The Journal of Mathematical Behavior 43, pages 20-34.
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Dung Tran. (2016) Statistical Association: Alignment of Current U.S. High School Textbooks with the Common Core State Standards for Mathematics. School Science and Mathematics 116:5, pages 286-296.
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Chrissavgi Triantafillou, Vasiliki Spiliotopoulou & Despina Potari. (2015) The Nature of Argumentation in School Mathematics and Physics Texts: The Case of Periodicity. International Journal of Science and Mathematics Education 14:4, pages 681-699.
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Helen M. Doerr & Codruta Temple. (2016) “It’s a Different Kind of Reading”. Journal of Literacy Research 48:1, pages 5-38.
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Utkun Aydın & Behiye Ubuz. (2014) THE THINKING-ABOUT-DERIVATIVE TEST FOR UNDERGRADUATE STUDENTS: DEVELOPMENT AND VALIDATION. International Journal of Science and Mathematics Education 13:6, pages 1279-1303.
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Sarit Dolev & Ruhama Even. (2013) JUSTIFICATIONS AND EXPLANATIONS IN ISRAELI 7TH GRADE MATH TEXTBOOKS. International Journal of Science and Mathematics Education 13:S2, pages 309-327.
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Sheri Berkeley, Margaret E. King-Sears, Brittany L. Hott & Katherine Bradley-Black. (2012) Are History Textbooks More “Considerate” After 20 Years?. The Journal of Special Education 47:4, pages 217-230.
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Gabriel J. Stylianides. (2014) Textbook analyses on reasoning-and-proving: Significance and methodological challenges. International Journal of Educational Research 64, pages 63-70.
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Jinfa Cai & Michelle Cirillo. (2014) What do we know about reasoning and proving? Opportunities and missing opportunities from curriculum analyses. International Journal of Educational Research 64, pages 132-140.
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Taro Fujita & Keith Jones. (2014) Reasoning-and-proving in geometry in school mathematics textbooks in Japan. International Journal of Educational Research 64, pages 81-91.
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Denisse R. Thompson. (2014) Reasoning-and-proving in the written curriculum: Lessons and implications for teachers, curriculum designers, and researchers. International Journal of Educational Research 64, pages 141-148.
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Samuel Otten, Lorraine M. Males & Nicholas J. Gilbertson. (2014) The introduction of proof in secondary geometry textbooks. International Journal of Educational Research 64, pages 107-118.
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Jon D. Davis, Dustin O. Smith, Abhik R. Roy & Yusuf K. Bilgic. (2014) Reasoning-and-proving in algebra: The case of two reform-oriented U.S. textbooks. International Journal of Educational Research 64, pages 92-106.
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Kristen N. Bieda, Xueying Ji, Justin Drwencke & Andrew Picard. (2014) Reasoning-and-proving opportunities in elementary mathematics textbooks. International Journal of Educational Research 64, pages 71-80.
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Nicholas J. Gilbertson, Samuel Otten, Lorraine M. Males & D. Lee Clark. (2013) Connecting Research to Teaching: Not All Opportunities to Prove Are the Same. The Mathematics Teacher 107:2, pages 138-142.
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Sonia Palha, Rijkje Dekker, Koeno Gravemeijer & Bernadette van Hout-Wolters. (2013) Developing shift problems to foster geometrical proof and understanding. The Journal of Mathematical Behavior 32:2, pages 142-159.
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Jon D. Davis. (2012) An examination of reasoning and proof opportunities in three differently organized secondary mathematics textbook units. Mathematics Education Research Journal 24:4, pages 467-491.
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Denisse R. Thompson, Sharon L. Senk & Gwendolyn J. Johnson. (2012) Opportunities to Learn Reasoning and Proof in High School Mathematics Textbooks. Journal for Research in Mathematics Education 43:3, pages 253-295.
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Işikhan Uğurel. (2012) Non-thesis master´s level pre-service mathematics teachers' conceptions of proof. Bolema: Boletim de Educação Matemática 26:42b, pages 715-742.
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Jeffrey Choppin. (2011) The role of local theories: teacher knowledge and its impact on engaging students with challenging tasks. Mathematics Education Research Journal 23:1, pages 5-25.
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