{"title":"Refining Planning: Questioning with a Purpose","authors":"Delise R. Andrews, Karla J. Bandemer","doi":"10.5951/TEACCHILMATH.25.3.0166","DOIUrl":null,"url":null,"abstract":"Classroom discussions become more productive when teachers design their inquiries to elicit and understand student thinking.","PeriodicalId":90976,"journal":{"name":"Teaching children mathematics","volume":" ","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching children mathematics","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5951/TEACCHILMATH.25.3.0166","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 3
Abstract
Classroom discussions become more productive when teachers design their inquiries to elicit and understand student thinking.
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