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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| Formato: | article |
| Lenguaje: | EN |
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AOSIS
2021
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/0bbe6514f5a24bfd898d3a53f30baaa9 |
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