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| 1 |
Understanding, Current Status, and Future Directions for Epistemic Practices in STEM+CS Education
Choi, Kyong Mi;Hand, Brian;
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Korean Society of Mathematical Education
, v.24, no.3, pp.131-136,
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| 2 |
Interdisciplinary Knowledge for Teaching: A Model for Epistemic Support in Elementary Classrooms
Lilly, Sarah;Chiu, Jennifer L.;McElhaney, Kevin W.;
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Korean Society of Mathematical Education
, v.24, no.3, pp.137-173,
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| 3 |
A Meta-Analytic Review of the Effectiveness of the Science Writing Heuristic Approach on Academic Achievement in Turkey
Bae, Yejun;Sahin, Ercin;
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Korean Society of Mathematical Education
, v.24, no.3, pp.175-199,
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| 4 |
Utilizing Teacher Noticing within a Representation of an Elementary Engineering Lesson to Support Responsive Teaching in the Classroom
Estapa, Anne;Tank, Kristina M.;DuPont, Michael;
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Korean Society of Mathematical Education
, v.24, no.3, pp.201-228,
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| 5 |
Two Beginning Teachers' Epistemic Discursive Moves and Goals in Small Groups in Mathematics Instruction
Pak, Byungeun;
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Korean Society of Mathematical Education
, v.24, no.3, pp.229-254,
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| 6 |
Problem Posing in the Instruction of Proof: Bridging Everyday Lesson and Proof
Kim, Hangil;
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Korean Society of Mathematical Education
, v.24, no.3, pp.255-278,
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