Titlebook: Encountering Algebra; A Comparative Study Cecilia Kilhamn,Roger Säljö Book 2019 Springer Nature Switzerland AG 2019 Algebra learning.Class

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Encountering Algebraic Reasoning in Contemporary Classrooms: Epilogue, are similarities as well as differences between the classrooms documented in terms of the instructional practices that unfold and the cultures of learning they represent. The empirical results show how teachers, on the basis of their experiences and conceptions about what it means to learn algebra,

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Praxisfinanzierung und -investition,esearch approaches have been developed in order to capture the complexities of classroom life. Much of this research has documented traditional patterns of communication in classrooms that seem to be fairly stable across time and educational systems. The introduction of video documentation provided

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Ablauf der Akquisitionsfinanzierung,not an immediate reflection of the subject as such, but also determined by ideas of what it means to learn and to do mathematics. Teacher interviews document significant differences in conceptions of algebra and ways into algebra, which, in turn, imply differences in instructional approaches and opp

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https://doi.org/10.1007/978-3-7985-1765-3 are similarities as well as differences between the classrooms documented in terms of the instructional practices that unfold and the cultures of learning they represent. The empirical results show how teachers, on the basis of their experiences and conceptions about what it means to learn algebra,