Constructing Mathematical Knowledge Using Multiple Representations: A Case Study of a Grade One Teacher
This study examined how an elementary teacher fostered student mathematical understanding and the strategies that she used to help students learn mathematical concepts. A case study of a Grade 1 teacher is described based on qualitative data from interviews and classroom observation sessions using a...
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| Language: | en_ca |
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2009
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| Online Access: | http://hdl.handle.net/1807/18101 |