Mathematical Discourse that Breaks Barriers and Creates Space for Marginalized Learners
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9789463512121, 9789463512121, 9789463512114, 9789463512114

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Who is Doing the Talking? an Inquiry Based Approach to Elementary Mathematics in Papua New Guinea

Mathematical Discourse that Breaks Barriers and Creates Space for Marginalized Learners ◽

10.1163/9789004378735_013 ◽

2018 ◽

pp. 257-275 ◽

Keyword(s):

Papua New Guinea ◽

Elementary Mathematics ◽

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Teaching and Learning Mathematics in Trilingual Classrooms

Mathematical Discourse that Breaks Barriers and Creates Space for Marginalized Learners ◽

10.1163/9789004378735_014 ◽

2018 ◽

pp. 277-293

Keyword(s):

Teaching And Learning ◽

Teaching And Learning Mathematics ◽

Learning Mathematics

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Mathematical Discourse When Engaging in Pattern Generalisation

Mathematical Discourse that Breaks Barriers and Creates Space for Marginalized Learners ◽

10.1163/9789004378735_011 ◽

2018 ◽

pp. 213-234 ◽

Keyword(s):

Mathematical Discourse

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Using Rich Investigative Mathematics Activities Towards Embedding Culturally Responsive and Culturally Sustaining Mathematics Teaching

Mathematical Discourse that Breaks Barriers and Creates Space for Marginalized Learners ◽

10.1163/9789004378735_010 ◽

2018 ◽

pp. 195-212 ◽

Keyword(s):

Mathematics Teaching ◽

Culturally Responsive

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Opening the Space for all Students to Engage in Mathematical Practices Within Collaborative Inquiry and Argumentation

Mathematical Discourse that Breaks Barriers and Creates Space for Marginalized Learners ◽

10.1163/9789463512121_001 ◽

2018 ◽

pp. 1-21 ◽

Keyword(s):

Collaborative Inquiry ◽

Mathematical Practices

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Learning to Support Student Discourse in an Urban High School District

Mathematical Discourse that Breaks Barriers and Creates Space for Marginalized Learners ◽

10.1163/9789463512541_007 ◽

2018 ◽

pp. 121-146

Keyword(s):

High School ◽

School District ◽

Urban High School ◽

Student Discourse ◽

High School District

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Considering Silence and Precision

Mathematical Discourse that Breaks Barriers and Creates Space for Marginalized Learners ◽

10.1163/9789463512121_004 ◽

2018 ◽

pp. 61-83

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Language Resources to Scaffold Mathematical Learning for Remote Indigenous Learners

Mathematical Discourse that Breaks Barriers and Creates Space for Marginalized Learners ◽

10.1163/9789004378735_012 ◽

2018 ◽

pp. 235-255 ◽

Keyword(s):

Language Resources ◽

Mathematical Learning ◽

Indigenous Learners

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The Role of Continuous Assessment and Effective Teacher Response in Engaging all students

Mathematical Discourse that Breaks Barriers and Creates Space for Marginalized Learners ◽

10.1163/9789463512541_006 ◽

2018 ◽

pp. 101-119

Keyword(s):

Effective Teacher ◽

Teacher Response ◽

Continuous Assessment

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‘Feeling’ the Mathematics of Disabled Learners

Mathematical Discourse that Breaks Barriers and Creates Space for Marginalized Learners ◽

10.1163/9789004378735_008 ◽

2018 ◽

pp. 147-170

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