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
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.