P-ISSN 1945-7502
E-ISSN 1945-7448
Vol. 6, Issue 2, 2013December 01, 2013 PDT
ccby-4.0
Teacher Interventions as an Analytical Entry Point to Study Cooperative Learning in Middle School Mathematics Classrooms in China
Teacher Interventions as an Analytical Entry Point to Study Cooperative Learning in Middle School Mathematics Classrooms in China
Articles in Vol. 6, Issue 2, 2013
Vol. 6, Issue 2, 2013
- Table of ContentsZhonghe Wu
- Teacher Interventions as an Analytical Entry Point to Study Cooperative Learning in Middle School Mathematics Classrooms in ChinaLianchun DongYiming Cao
- Designing Cognitively-Based Proportional Reasoning Problems as an Application of Modern Psychological Measurement ModelsHartono TjoeJimmy de la Torre
- Hispanic Female Preservice Elementary Teachers’ Mathematics Teaching SelfEfficacies, Attitudes, and Student Outcome ExpectationsDaniel TillmanSong A. AnRachel Boren
- Personalized Education and the Teaching and Learning of Mathematics: An Australian PerspectiveQinqiong ZhangMax Stephens
- Secondary School Assessment Practices in Science, Technology, Engineering and Mathematics (STEM) Related SubjectsNoraini IdrisLeong Kwan EuMohd Fadzil Daud
- Algebraic Modeling in a Proof ContextMara V. MartinezBárbara M. Brizuela
- Call for PapersJournal of Mathematics Education
Dong, L., & Cao, Y. (2013). Teacher Interventions as an Analytical Entry Point to Study Cooperative Learning in Middle School Mathematics Classrooms in China. Journal of Mathematics Education, 6(2), 1–16.