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Original Articles

Identifying Cyclic Patterns of Interaction to Study Individual and Collective Learning

Pages 1-28 | Published online: 18 Nov 2009

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Hilal Handan Atlı & John O’Dwyer. (2021) The contribution of personal epistemological beliefs to uptake in in-service professional development: a case-study. Professional Development in Education 0:0, pages 1-19.
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Susan D. Nickerson & Ian Whitacre. (2010) A Local Instruction Theory for the Development of Number Sense. Mathematical Thinking and Learning 12:3, pages 227-252.
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LyndonC. Martin & Jo Towers. (2009) Improvisational coactions and the growth of collective mathematical understanding. Research in Mathematics Education 11:1, pages 1-19.
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A. Kirova, D.M. Dachyshyn, G. Hlibka, K. Holt, A. Kamal, G. Kozak, P. Mattason & L. Pawlowski. (2004) Creating a transformative learning community: Generating collective knowledge in an early childhood graduate course. Journal of Early Childhood Teacher Education 25:1, pages 19-28.
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Jill Fielding & Katie Makar. (2021) Challenging conceptual understanding in a complex system: supporting young students to address extended mathematical inquiry problems. Instructional Science 50:1, pages 35-61.
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Abdel Seidouvy & Maike Schindler. (2019) An inferentialist account of students’ collaboration in mathematics education. Mathematics Education Research Journal 32:3, pages 411-431.
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Abraham García-Fariña, F. Jiménez-Jiménez & M. Teresa Anguera. (2018) Observation of Communication by Physical Education Teachers: Detecting Patterns in Verbal Behavior. Frontiers in Psychology 9.
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Su-Chi Fang & Ying-Shao Hsu. (2017) Understanding science teachers' enactments of a computer-based inquiry curriculum. Computers & Education 112, pages 69-82.
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Aaron Weinberg, Emilie Wiesner & Tim Fukawa-Connelly. (2015) Mathematics lectures as narratives: insights from network graph methodology. Educational Studies in Mathematics 91:2, pages 203-226.
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Nicole Becker, Courtney Stanford, Marcy Towns & Renee Cole. (2015) Translating across macroscopic, submicroscopic, and symbolic levels: the role of instructor facilitation in an inquiry-oriented physical chemistry class. Chemistry Education Research and Practice 16:4, pages 769-785.
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Lyndon C. Martin & Jo Towers. (2014) Growing mathematical understanding through Collective Image Making, Collective Image Having, and Collective Property Noticing. Educational Studies in Mathematics 88:1, pages 3-18.
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John M. Francisco. (2012) Learning in collaborative settings: students building on each other’s ideas to promote their mathematical understanding. Educational Studies in Mathematics 82:3, pages 417-438.
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Nicole Becker, Chris Rasmussen, George Sweeney, Megan Wawro, Marcy Towns & Renee Cole. (2013) Reasoning using particulate nature of matter: An example of a sociochemical norm in a university-level physical chemistry class. Chem. Educ. Res. Pract. 14:1, pages 81-94.
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V. Darleen Opfer & David Pedder. (2011) Conceptualizing Teacher Professional Learning. Review of Educational Research 81:3, pages 376-407.
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Janet S. Bowers & Becky Stephens. (2011) Using technology to explore mathematical relationships: a framework for orienting mathematics courses for prospective teachers. Journal of Mathematics Teacher Education 14:4, pages 285-304.
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Elaine Simmt. 2011. Expertise in Mathematics Instruction. Expertise in Mathematics Instruction 151 164 .
Alayne C. Armstrong. (2008) The fragility of group flow: The experiences of two small groups in a middle school mathematics classroom. The Journal of Mathematical Behavior 27:2, pages 101-115.
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Chris Rasmussen, Michelle Stephan & Karen Allen. (2004) Classroom mathematical practices and gesturing. The Journal of Mathematical Behavior 23:3, pages 301-323.
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