Early career teacher’s approach to fraction equivalence in Grade 4: A dialogic teaching perspective

The research presented in this article reports on the results of a case study examining the classroom practice of one early career Grade 4 teacher (Nox, pseudonym) as she teaches equivalent fractions. The goal was to explore the ways and extent to which her instruction reflected a dialogical teachin...

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Autor principal: Benjamin Shongwe
Formato: article
Lenguaje:EN
Publicado: AOSIS 2021
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Acceso en línea:https://doaj.org/article/0bbe6514f5a24bfd898d3a53f30baaa9
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