Can designed student responses support teachers to interact with students in a productive way?
This paper introduces the use of pre-designed student responses to unstructured mathematics problems as a possible resource for teachers to develop their capacity of acting contingently in the mathematics classroom in a productive way, whilst teaching. We frame our argument around the notion that co...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Published: |
International Society for Design and Development in Education
2017
|
| Subjects: | |
| Online Access: | https://eprints.nottingham.ac.uk/48900/ |