Citations (8)
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Nick Andrews. (2020) Characterising the shape of mathematics teaching decisions made over time: an application of tri-polar analysis. Research in Mathematics Education 22:3, pages 329-346.
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Sitti Maesuri Patahuddin, Indira Puteri, Tom Lowrie, Tracy Logan & Baiq Rika. (2018) Capturing student mathematical engagement through differently enacted classroom practices: applying a modification of Watson's analytical tool. International Journal of Mathematical Education in Science and Technology 49:3, pages 384-400.
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Articles from other publishers (6)
Helge Fredriksen. (2021) Investigating the affordances of a flipped mathematics classroom from an activity theoretical perspective. Teaching Mathematics and its Applications: An International Journal of the IMA 40:2, pages 83-98.
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Poomoney Govender. (2019) Formative assessment as ‘formative pedagogy’ in Grade 3 mathematics. South African Journal of Childhood Education 9:1.
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Sitti Maesuri Patahuddin, H. B. Usman & Ajay Ramful. (2017) Affordances from Number Lines in Fractions Instruction: Students’ Interpretation of Teacher’s Intentions. International Journal of Science and Mathematics Education 16:5, pages 909-928.
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Debbie Stott. 2018. Signs of Signification. Signs of Signification
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Anne Watson & Els De Geest. (2011) LEARNING COHERENT MATHEMATICS THROUGH SEQUENCES OF MICROTASKS: MAKING A DIFFERENCE FOR SECONDARY LEARNERS. International Journal of Science and Mathematics Education 10:1, pages 213-235.
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