Orchestrating productive whole class discussions: the role of designed student responses
The value of students publicly sharing and discussing their solutions to unstructured problems is widely recognized. This can, however, be pedagogically challenging. The solutions may be partial, unclear and unpredictable. For many teachers, particularly those new to working with such problems with...
| Main Authors: | , |
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| Format: | Article |
| Published: |
Mathematics Education Research Group of Australasia, Inc.
2017
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| Online Access: | https://eprints.nottingham.ac.uk/48898/ |