2024
DOI: 10.1177/1932202x241236381
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Teachers’ Perceptions of Mathematical Discourse

Stacy M. Hayden,
Kelly Kearney,
E. Jean Gubbins

Abstract: This article analyzes teachers’ perceptions and experiences using an educative curriculum designed to promote high levels of mathematical discourse. After participating in 2 days of professional learning, grade 3 teachers implemented a predifferentiated and enriched mathematics unit in their classroom. The curriculum was designed to be educative, meaning that teaching it served as professional learning. During implementation, researchers conducted an observation of each treatment teacher and after implementati… Show more

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