Productive Disruptions: Rethinking the Role of Off-Task Interactions in Collaborative Mathematics Learning
This paper confronts the myth that all off-task interactions in mathematics classrooms is detrimental to learning. To do so, this paper first explores links between participation, learning, and identity in mathematics education research that points to the importance of positional resources. Position...
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| Format: | Article |
| Language: | English |
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MDPI AG
2018-06-01
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| Series: | Education Sciences |
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| Online Access: | http://www.mdpi.com/2227-7102/8/2/87 |