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Research in Mathematics Education Volume 21, 2019 - Issue 1
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Articles

Opportunities for learning: the use of variation to analyse examples of a paradigm shift in teaching primary mathematics in England

Thabit Al-MuraniMary McDowell Friends School, Brooklyn, NY, USA
,
Cecilia KilhamnDepartment of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Gothenburg, Sweden
,
Debbie MorganNational Centre for Excellence in the Teaching of Mathematics (NCETM), UK
&
Anne WatsonDepartment of Education, University of Oxford, Oxford, UKCorrespondence[email protected]
Pages 6-24 | Received 06 May 2017, Accepted 04 Aug 2018, Published online: 28 Sep 2018

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Read on this site (2)

Hanan Innabi & Jonas Emanuelsson. (2021) Enrichment in school principals’ ways of seeing mathematics. International Journal of Mathematical Education in Science and Technology 52:10, pages 1508-1539.
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Keith Jones, Laura Black & Alf Coles. (2019) Marking 21 years of Research in Mathematics Education. Research in Mathematics Education 21:1, pages 1-5.
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Articles from other publishers (7)

Adrian Simpson & Yuqian Wang. (2022) Making Sense of ‘Mastery’: Understandings of a Policy Term Among a Sample of Teachers in England. International Journal of Science and Mathematics Education 21:2, pages 581-600.
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Berie Getie Kassa, Liping Ding & Alemayehu Bishaw Tamiru. (2023) Describing and Interpreting the Space of Classroom Learning in Problem-Solving-Based Mathematics Instruction: Variation as an Analytical Lens. Education Sciences 13:2, pages 111.
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Hlamulo W. Mbhiza. (2022) Grade 10 teachers’ example selection, sequencing and variation during functions lessons. Pythagoras 43:1.
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Vasen Pillay, Jill Adler & Ulla Runesson Kempe. (2022) The sequencing and pairing of examples in the midst of sameness and difference: Opening opportunities to learn. Pythagoras 43:1.
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Fay Baldry, Jacqueline Mann, Rachael Horsman, Dai Koiwa & Colin Foster. (2022) The use of carefully planned board work to support the productive discussion of multiple student responses in a Japanese problem-solving lesson. Journal of Mathematics Teacher Education.
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Ingrid E. Mostert. (2020) Relative difficulty of early grade compare type word problems: Learning from the case of isiXhosa. Pythagoras 41:1.
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Mark Boylan, Bronwen Maxwell, Claire Wolstenholme, Tim Jay & Sean Demack. (2018) The Mathematics Teacher Exchange and ‘Mastery’ in England: The Evidence for the Efficacy of Component Practices. Education Sciences 8:4, pages 202.
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