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dc.contributor.authorLynch, Kathleen Helen
dc.contributor.authorStar, Jon Robert
dc.date.accessioned2014-08-08T12:45:00Z
dc.date.issued2014
dc.identifier.citationLynch, K. & Star, J.R. (2014). Exploring teachers' implementation of comparison in Algebra I. Journal of Mathematical Behavior. 35, 144-163.en_US
dc.identifier.issn0732-3123en_US
dc.identifier.urihttp://nrs.harvard.edu/urn-3:HUL.InstRepos:12701474
dc.description.abstractDiscussions where teachers engage students in the comparison of multiple solution strategies to a single problem have been recommended in curriculum policy documents, yet integrating these discussions into teachers' normative routines is not widespread. In this paper, we begin to explore variations in teachers' implementation of Algebra I curriculum materials specifically focused on comparison. We explore (via case studies) implementation of the curriculum materials by two teachers with similar teaching backgrounds. The case studies suggest that these two teachers’ implementation of the comparison materials differed markedly, raising questions about possible factors which may have contributed to implementation differences.en_US
dc.language.isoen_USen_US
dc.relation.isversionofdoi:10.1016/j.jmathb.2014.07.003en_US
dash.licenseOAP
dc.titleExploring Teachers’ Implementation of Comparison in Algebra Ien_US
dc.typeJournal Articleen_US
dc.description.versionAccepted Manuscripten_US
dc.relation.journalJournal of Mathematical Behavioren_US
dash.depositing.authorStar, Jon Robert
dc.date.available2014-08-08T12:45:00Z
dc.identifier.doi10.1016/j.jmathb.2014.07.003*
dash.contributor.affiliatedStar, Jon
dash.contributor.affiliatedLynch, Kathleen


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