P-ISSN 1945-7502
E-ISSN 1945-7448
Vol. 15, Issue 2, 2022June 01, 2022 PDT
Affordances of Systematic Shifting of Mediational Means When Introducing WholeNumber Addition: The Case of a Grade 2 Teacher in Malawi
Affordances of Systematic Shifting of Mediational Means When Introducing WholeNumber Addition: The Case of a Grade 2 Teacher in Malawi
Articles in Vol. 15, Issue 2, 2022
Vol. 15, Issue 2, 2022
- Introduction of the JME Special Issue: Research on Classroom Practice at the Primary LevelBenedetto Di PaolaBirgit Brandt
- Data Use to Inform Mathematics Instruction: An Exploratory StudyJong Cherng Meei
- Go Game as Classroom Practice to Learn Mathematics at French Primary LevelAntoine FenechRichard Cabassut
- Affordances of Systematic Shifting of Mediational Means When Introducing WholeNumber Addition: The Case of a Grade 2 Teacher in MalawiFraser Gobede
- Calculus Artefacts in Chinese Textbooks: Variational Approaches With Prospective Primary TeachersGiuseppe BiancoBenedetto Di Paola Di Paola
Gobede, F. (2022). Affordances of Systematic Shifting of Mediational Means When Introducing WholeNumber Addition: The Case of a Grade 2 Teacher in Malawi. Journal of Mathematics Education, 15(2), 34–50. https://doi.org/10.26711/007577152790093