With good reason? : students with low prior attainment reasoning in classroom mathematical activity
Abstract for a thesis submitted for the DPhil degree, Hilary term 2011. Given the central functions of reasoning in mathematics learning, knowledge of students' reasoning is crucial for mathematics educators. Yet there is little research evidence about the reasoning of students with low prior a...
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University of Oxford
2011
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| Online Access: | http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.559821 |