Examining teachers’ understanding of the mathematical learning progression through vertical articulation during Lesson Study

Journal of Mathematics Teacher Education

Volumn 18, Issue 3, 2015, Pages 207-229

  Suh, Jennifer ^a   Seshaiyer, Padmanabhan ^a  

^a GEORGE MASON UNIVERSITY   (United States)

Author keywords

Algebra algebraic thinking; Learning progression; Problem solving; Professional development; Representations; Vertical articulation, modeling

Indexed keywords

EID: 84939874567     PISSN: 13864416     EISSN: 15731820     Source Type: Journal    
DOI: 10.1007/s10857-014-9282-7     Document Type: Article

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