Pub Date : 2024-01-06DOI: 10.1080/10986065.2023.2300862
Julie M. Amador, Ryan Gillespie, Jeffrey Choppin, Cynthia D. Carson
We developed an analytic framework related to the suggestions coaches provided to mathematics teachers as they engaged in content-focused coaching cycles. We analyzed 712 suggestions from nine coac...
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Pub Date : 2023-12-29DOI: 10.1080/10986065.2023.2299062
Daniel Hickey, Tripp Harris, Joshua Quick
Published in Mathematical Thinking and Learning (Ahead of Print, 2023)
发表于《数学思考与学习》（2023 年提前出版）
{"title":"Charles Hohensee and Joanne Lobato (Eds.). Transfer of learning: progressive perspectives for mathematics education and related fields","authors":"Daniel Hickey, Tripp Harris, Joshua Quick","doi":"10.1080/10986065.2023.2299062","DOIUrl":"https://doi.org/10.1080/10986065.2023.2299062","url":null,"abstract":"Published in Mathematical Thinking and Learning (Ahead of Print, 2023)","PeriodicalId":46800,"journal":{"name":"Mathematical Thinking and Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139072387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-23DOI: 10.1080/10986065.2023.2298118
Michael N. Fried
Published in Mathematical Thinking and Learning (Ahead of Print, 2023)
发表于《数学思考与学习》（2023 年提前出版）
{"title":"Mathematical tools for real-world applications: a gentle introduction for students and practitioners","authors":"Michael N. Fried","doi":"10.1080/10986065.2023.2298118","DOIUrl":"https://doi.org/10.1080/10986065.2023.2298118","url":null,"abstract":"Published in Mathematical Thinking and Learning (Ahead of Print, 2023)","PeriodicalId":46800,"journal":{"name":"Mathematical Thinking and Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139057583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-23DOI: 10.1080/10986065.2023.2298119
Michael N. Fried
Published in Mathematical Thinking and Learning (Ahead of Print, 2023)
发表于《数学思考与学习》（2023 年提前出版）
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Pub Date : 2023-11-09DOI: 10.1080/10986065.2023.2276798
Miriam M. Lüken
ABSTRACTYoung children spontaneously create patterns during play. However, this self-initiated pattern-making has yet to be systematically researched. In particular, the extent of self-initiated pattern-making, the pattern types young children create, and the potential differences in pattern-making for different ages are still to be examined. Investigating pattern-making in natural play-situations, the study observed 84 children during free play in their early childhood classrooms. All arrangements that children created on their own accord were documented. Nearly all children engaged in creating arrangements as a self-initiated activity, but the total number of creations varied largely between children. A significant, medium correlation was found between pattern-making and children’s ages. Most patterns were reflections, but also translation-patterns, rotation-patterns, and growing patterns were created. Significant differences regarding age seem to hint at a development from creating repeating patterns with a simple structure to patterns with a more complex unit of repeat and creating growing patterns.KEYWORDS: Mathematical patternsgeometric symmetryearly childhood mathematicsunitizing Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsMiriam M. LükenMiriam M. Lüken is a professor in mathematics education at the IDM (Institute for the Didactics of Mathematics) in Bielefeld, Germany, since January 2013. Her research focuses on mathematical learning in early childhood, especially the development of early pattern and structure competencies. Miriam finished her PhD, which was supervised by Prof. Dr. Klaus Hasemann, in 2011 at Leibniz University Hanover. From 2004 to 2012, Miriam worked as a teacher in a Primary School in Hanover.
幼儿在游戏中自发地创造模式。然而，这种自发的模式形成尚未得到系统的研究。特别是，自我启动模式制作的程度，幼儿创造的模式类型，以及不同年龄的模式制作的潜在差异仍有待研究。为了调查自然游戏情境下的模式形成，这项研究观察了84名儿童在幼儿课堂上自由玩耍的情况。所有儿童自愿作出的安排都被记录下来。几乎所有的孩子都把创造安排作为一种自发的活动，但创造的总数在孩子之间差别很大。在图案制作和儿童年龄之间发现了显著的中等相关性。大多数模式是反射模式，但也创造了平移模式、旋转模式和生长模式。年龄方面的显著差异似乎暗示了从创建具有简单结构的重复模式到具有更复杂的重复单元的模式以及创建增长模式的发展。关键词:数学模式几何对称儿童数学统一披露声明作者未报告潜在的利益冲突。作者简介:miriam M. l kenmiriam M. l ken自2013年1月起在德国比勒费尔德的IDM(数学教学研究所)担任数学教育教授。她的研究重点是儿童早期数学学习，特别是早期模式和结构能力的发展。2011年，Miriam在汉诺威莱布尼茨大学完成了博士学位，导师是Klaus Hasemann教授。2004年至2012年，Miriam在汉诺威的一所小学担任教师。
{"title":"Young children’s self-initiated pattern-making during free play","authors":"Miriam M. Lüken","doi":"10.1080/10986065.2023.2276798","DOIUrl":"https://doi.org/10.1080/10986065.2023.2276798","url":null,"abstract":"ABSTRACTYoung children spontaneously create patterns during play. However, this self-initiated pattern-making has yet to be systematically researched. In particular, the extent of self-initiated pattern-making, the pattern types young children create, and the potential differences in pattern-making for different ages are still to be examined. Investigating pattern-making in natural play-situations, the study observed 84 children during free play in their early childhood classrooms. All arrangements that children created on their own accord were documented. Nearly all children engaged in creating arrangements as a self-initiated activity, but the total number of creations varied largely between children. A significant, medium correlation was found between pattern-making and children’s ages. Most patterns were reflections, but also translation-patterns, rotation-patterns, and growing patterns were created. Significant differences regarding age seem to hint at a development from creating repeating patterns with a simple structure to patterns with a more complex unit of repeat and creating growing patterns.KEYWORDS: Mathematical patternsgeometric symmetryearly childhood mathematicsunitizing Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsMiriam M. LükenMiriam M. Lüken is a professor in mathematics education at the IDM (Institute for the Didactics of Mathematics) in Bielefeld, Germany, since January 2013. Her research focuses on mathematical learning in early childhood, especially the development of early pattern and structure competencies. Miriam finished her PhD, which was supervised by Prof. Dr. Klaus Hasemann, in 2011 at Leibniz University Hanover. From 2004 to 2012, Miriam worked as a teacher in a Primary School in Hanover.","PeriodicalId":46800,"journal":{"name":"Mathematical Thinking and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135285691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-28DOI: 10.1080/10986065.2023.2270088
Yiannis Charalambous, Charalambos Y. Charalambous
ABSTRACTAlthough mathematical modeling during problem solving has attracted increased scholarly interest, existing quantitative work in this field has largely concentrated on secondary and tertiary education. Using a cluster-randomized-trial design, this study explored the contribution of an intervention aiming to support upper elementary students’ problem-solving modeling performance. The analytic sample of the study consisted of 50 Grade 5 and 6 classes (815 students) whose teachers volunteered to participate in the study; the classes were assigned to either an experimental (25 classes) or a control condition (25 classes), each receiving five 80-minute lessons on either modeling activities or solving routine and process problems, respectively. Student problem-solving modeling performance was measured before, right after, and two months after the culmination of the intervention. The person estimates emerging from a Rasch analysis of these data were analyzed using inferential statistics and a multi-level piecewise linear growth model. The analyses showed that students in the experimental group outperformed their counterparts in the control group both at the immediate and late test administration. Additionally, fifth graders in the experimental group outperformed sixth graders in the control group. We discuss the implications of these findings for teaching modeling during problem solving in elementary grades.KEYWORDS: Cluster randomized trial studyelementary gradesinterventionmodelingproblem solving AcknowledgmentsWe would like to thank the teachers and the students participating in this study. Without their contribution, this study would not have been possible.Disclosure statementNo potential conflict of interest was reported by the author(s).Supplementary materialSupplemental data for this article can be accessed online at https://doi.org/10.1080/10986065.2023.2270088.Notes1. This limited number of experimental studies in elementary grades should not imply a scarcity of studies on mathematical modeling in these grades. In fact, there is a rich corpus of non-experimental, qualitative studies that have explored how teaching can support elementary school students in improving their mathematical modeling competence. By adopting a longitudinal design, some of these studies have shown how mathematical modeling activities spread over several years can support the modeling competence of elementary school students in lower (e.g., English, Citation2012; English, L. D, Citation2011) or upper grades (e.g., English, Citation2022, Citation2023; English & Watson, Citation2018). Qualitative studies have also shown the potential of mathematical modeling interventions occurring within a single year to improve the mathematical modeling performance of even Gr.1 (Keisar & Peled, Citation2018) or Gr.2 (Albarracin, Citation2021) students.2. Although 998 students were invited to participate in the study (which was approved by the National Center for Educational Researc
{"title":"Examining the effects of an intervention on mathematical modeling in problem solving at upper elementary grades: a cluster randomized trial study","authors":"Yiannis Charalambous, Charalambos Y. Charalambous","doi":"10.1080/10986065.2023.2270088","DOIUrl":"https://doi.org/10.1080/10986065.2023.2270088","url":null,"abstract":"ABSTRACTAlthough mathematical modeling during problem solving has attracted increased scholarly interest, existing quantitative work in this field has largely concentrated on secondary and tertiary education. Using a cluster-randomized-trial design, this study explored the contribution of an intervention aiming to support upper elementary students’ problem-solving modeling performance. The analytic sample of the study consisted of 50 Grade 5 and 6 classes (815 students) whose teachers volunteered to participate in the study; the classes were assigned to either an experimental (25 classes) or a control condition (25 classes), each receiving five 80-minute lessons on either modeling activities or solving routine and process problems, respectively. Student problem-solving modeling performance was measured before, right after, and two months after the culmination of the intervention. The person estimates emerging from a Rasch analysis of these data were analyzed using inferential statistics and a multi-level piecewise linear growth model. The analyses showed that students in the experimental group outperformed their counterparts in the control group both at the immediate and late test administration. Additionally, fifth graders in the experimental group outperformed sixth graders in the control group. We discuss the implications of these findings for teaching modeling during problem solving in elementary grades.KEYWORDS: Cluster randomized trial studyelementary gradesinterventionmodelingproblem solving AcknowledgmentsWe would like to thank the teachers and the students participating in this study. Without their contribution, this study would not have been possible.Disclosure statementNo potential conflict of interest was reported by the author(s).Supplementary materialSupplemental data for this article can be accessed online at https://doi.org/10.1080/10986065.2023.2270088.Notes1. This limited number of experimental studies in elementary grades should not imply a scarcity of studies on mathematical modeling in these grades. In fact, there is a rich corpus of non-experimental, qualitative studies that have explored how teaching can support elementary school students in improving their mathematical modeling competence. By adopting a longitudinal design, some of these studies have shown how mathematical modeling activities spread over several years can support the modeling competence of elementary school students in lower (e.g., English, Citation2012; English, L. D, Citation2011) or upper grades (e.g., English, Citation2022, Citation2023; English & Watson, Citation2018). Qualitative studies have also shown the potential of mathematical modeling interventions occurring within a single year to improve the mathematical modeling performance of even Gr.1 (Keisar & Peled, Citation2018) or Gr.2 (Albarracin, Citation2021) students.2. Although 998 students were invited to participate in the study (which was approved by the National Center for Educational Researc","PeriodicalId":46800,"journal":{"name":"Mathematical Thinking and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136158855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-16DOI: 10.1080/10986065.2023.2267720
Byungeun Pak, Jillian M. Cavanna, Brent E. Jackson
ABSTRACTNumber talks offer one way for beginning teachers to engage in ambitious instruction (Lampert et al., 2010) that fosters students’ conceptual understanding. This paper explores: (1) features of the number talk routine and (2) how beginning teachers’ enactment of number talks are aligned with ambitious instruction. The authors utilized Cazdan’s (2001) sequential and selectional dimensions to systematically analyze videos of 17 number talks enacted by seven beginning teachers. Findings indicate that the number talk routine consisted of introducing, collecting, idea sharing, and closing phases. Additionally, using the M-Scan instrument (Berry et al., 2013) to measure whether lessons were ambitious, the authors found that more ambitious lessons included number talks where teachers supported multiple students to engage in another student’s strategy rathter than simply shaing individual strategies. We discuss several important implications for mathematics teacher education and research on ambitious mathematics instruction.KEYWORDS: Number talksmathematics teacher educationteacher movesambitious instruction AcknowledgmentsThis material is based upon work supported by grants from the Spencer Foundation under Grant No. 201600103 and the National Science Foundation under Grant No. DGE 1535024. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the funders.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the National Science Foundation [DGE 1535024]; Spencer Foundation [201600103].Notes on contributorsByungeun PakByungeun Pak is assistant professor of elementary teacher education at Utah Tech University, USA. His research interests are ambitious and equitable instruction on the part of novice teachers. In particular, he is interested in beginning teachers’ ambitious and equitable use of curriculum materials with longitudinal data and the efficacy of teaching practices, such as number talks, implemented by novice teachers.Jillian M. CavannaJillian M. Cavanna is an assistant professor of elementary education at University of Hartford, USA. She conducts research on teaching and learning to teach mathematics. Within this work, she focuses on coherence, learning to teach ambitiously, and how teachers use evidence from their classrooms to improve instruction. Jillian is interested in research methodologies that honor and encourage the contributions of practicing teachers.Brent E. JacksonBrent E. Jackson is a research associate in mathematics education at WestEd, a nonprofit research, development, and services agency. Brent’s research interests include small group work, how genders are mobilized in classrooms, and teachers' learning in relation to issues of equity and social justice. Brent draws on a variety of qualitative methodologies to study teaching and lear
摘要数字谈话为初学教师提供了一种参与雄心教学的方式(Lampert et al.， 2010)，培养学生的概念理解。本文探讨:(1)数字会话的特点;(2)初任教师实施数字会话如何与雄心教学相结合。作者利用Cazdan(2001)的顺序维度和选择维度，系统分析了7位初任教师录制的17段数字讲座视频。研究结果表明，数字谈话程序包括介绍、收集、分享想法和结束阶段。此外，使用M-Scan工具(Berry et al.， 2013)来衡量课程是否具有野心，作者发现更具野心的课程包括数字谈话，教师支持多个学生参与另一个学生的策略，而不是简单地分享个人策略。本文讨论了数学教师教育和雄心数学教学研究的几个重要意义。关键词:数字谈话;数学教师教育;教师行动;DGE 1535024。本材料中表达的任何意见、发现、结论或建议均为作者的意见，并不一定反映资助者的观点。披露声明作者未报告潜在的利益冲突。本研究由美国国家科学基金资助[DGE 1535024];斯宾塞基金会[201600103]。作者简介朴炳根(byungeun PakByungeun Pak)，美国犹他理工大学小学教师教育助理教授。他的研究兴趣是新手教师的雄心和公平教学。他特别感兴趣的是，初学教师对具有纵向数据的课程材料的雄心和公平使用，以及由新教师实施的教学实践(如数字谈话)的有效性。Jillian M. Cavanna，美国哈特福德大学基础教育助理教授。她从事数学教学和学习方面的研究。在这项工作中，她专注于连贯性，学习如何雄心勃勃地教学，以及教师如何利用课堂上的证据来改善教学。Jillian对尊重和鼓励实践教师贡献的研究方法感兴趣。Brent E. Jackson，非营利性研究、发展和服务机构WestEd的数学教育助理研究员。Brent的研究兴趣包括小组工作，如何在课堂上调动性别，以及教师在公平和社会正义问题上的学习。布伦特借鉴了多种定性方法来研究教学。
{"title":"The relationship between number talks and ambitious instruction: learning from beginning teachers","authors":"Byungeun Pak, Jillian M. Cavanna, Brent E. Jackson","doi":"10.1080/10986065.2023.2267720","DOIUrl":"https://doi.org/10.1080/10986065.2023.2267720","url":null,"abstract":"ABSTRACTNumber talks offer one way for beginning teachers to engage in ambitious instruction (Lampert et al., 2010) that fosters students’ conceptual understanding. This paper explores: (1) features of the number talk routine and (2) how beginning teachers’ enactment of number talks are aligned with ambitious instruction. The authors utilized Cazdan’s (2001) sequential and selectional dimensions to systematically analyze videos of 17 number talks enacted by seven beginning teachers. Findings indicate that the number talk routine consisted of introducing, collecting, idea sharing, and closing phases. Additionally, using the M-Scan instrument (Berry et al., 2013) to measure whether lessons were ambitious, the authors found that more ambitious lessons included number talks where teachers supported multiple students to engage in another student’s strategy rathter than simply shaing individual strategies. We discuss several important implications for mathematics teacher education and research on ambitious mathematics instruction.KEYWORDS: Number talksmathematics teacher educationteacher movesambitious instruction AcknowledgmentsThis material is based upon work supported by grants from the Spencer Foundation under Grant No. 201600103 and the National Science Foundation under Grant No. DGE 1535024. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the funders.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the National Science Foundation [DGE 1535024]; Spencer Foundation [201600103].Notes on contributorsByungeun PakByungeun Pak is assistant professor of elementary teacher education at Utah Tech University, USA. His research interests are ambitious and equitable instruction on the part of novice teachers. In particular, he is interested in beginning teachers’ ambitious and equitable use of curriculum materials with longitudinal data and the efficacy of teaching practices, such as number talks, implemented by novice teachers.Jillian M. CavannaJillian M. Cavanna is an assistant professor of elementary education at University of Hartford, USA. She conducts research on teaching and learning to teach mathematics. Within this work, she focuses on coherence, learning to teach ambitiously, and how teachers use evidence from their classrooms to improve instruction. Jillian is interested in research methodologies that honor and encourage the contributions of practicing teachers.Brent E. JacksonBrent E. Jackson is a research associate in mathematics education at WestEd, a nonprofit research, development, and services agency. Brent’s research interests include small group work, how genders are mobilized in classrooms, and teachers' learning in relation to issues of equity and social justice. Brent draws on a variety of qualitative methodologies to study teaching and lear","PeriodicalId":46800,"journal":{"name":"Mathematical Thinking and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136113697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-21DOI: 10.1080/10986065.2023.2258485
Malin Gardesten, Hanna Palmér
Given the need to increase equity in mathematics education, this study draws on earlier research connecting the mathematical and relational knowing of teachers to determine how such combined knowing enables elementary school students’ inclusion in mathematics. Through a participatory perspective on learning based on social practice theory, empirical examples in the results illustrate how the mathematical and relational knowing of teachers enables diverse participation in communities of classroom mathematics. For students’ spatial, social, and mathematical inclusion in the classroom, the enactment of both mathematical and relational knowing of teachers is important. Further, the results indicate that this enactment of both mathematical and relational knowing can be made by one or two co-teachers. Thus, when advocating for inclusive and quality mathematics education for all students, the mathematical as well as the relational knowing of teachers ought to be considered.
{"title":"Students’ participation in mathematics in inclusive classrooms: a study of the enacted mathematical and relational knowing of teachers","authors":"Malin Gardesten, Hanna Palmér","doi":"10.1080/10986065.2023.2258485","DOIUrl":"https://doi.org/10.1080/10986065.2023.2258485","url":null,"abstract":"Given the need to increase equity in mathematics education, this study draws on earlier research connecting the mathematical and relational knowing of teachers to determine how such combined knowing enables elementary school students’ inclusion in mathematics. Through a participatory perspective on learning based on social practice theory, empirical examples in the results illustrate how the mathematical and relational knowing of teachers enables diverse participation in communities of classroom mathematics. For students’ spatial, social, and mathematical inclusion in the classroom, the enactment of both mathematical and relational knowing of teachers is important. Further, the results indicate that this enactment of both mathematical and relational knowing can be made by one or two co-teachers. Thus, when advocating for inclusive and quality mathematics education for all students, the mathematical as well as the relational knowing of teachers ought to be considered.","PeriodicalId":46800,"journal":{"name":"Mathematical Thinking and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136152279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-24DOI: 10.1080/10986065.2023.2239418
Michael Jarry-Shore, H. Borko
{"title":"The role of contextual knowledge in noticing students’ strategies in-the-moment","authors":"Michael Jarry-Shore, H. Borko","doi":"10.1080/10986065.2023.2239418","DOIUrl":"https://doi.org/10.1080/10986065.2023.2239418","url":null,"abstract":"","PeriodicalId":46800,"journal":{"name":"Mathematical Thinking and Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42455298","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-29DOI: 10.1080/10986065.2023.2223767
Miriam Leshin
{"title":"Noticing for Equity in Written Work: Exploring One Teacher’s Student Work Analysis Practices","authors":"Miriam Leshin","doi":"10.1080/10986065.2023.2223767","DOIUrl":"https://doi.org/10.1080/10986065.2023.2223767","url":null,"abstract":"","PeriodicalId":46800,"journal":{"name":"Mathematical Thinking and Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47858513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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