Scrutinizing two Finnish teachers’ instructional rationales and perceived tensions in enacting student participation in mathematical discourse
This study employs interviews and observations to investigate instructional rationales of two purposefully sampled teachers with divergent classroom discourse practices in Swedish-speaking Finnish lower secondary mathematics classrooms. Studies on classroom discourse often point to beliefs and conte...
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| Format: | Article |
| Language: | English |
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LUMA Centre Finland
2020-06-01
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| Series: | LUMAT |
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| Online Access: | https://journals.helsinki.fi/lumat/article/view/1329 |