A Phenomenological Approach to Understand the Experiences of Teachers Who Value Listening to Student Mathematical Reasoning
Listening to students’ mathematical reasoning is commonly highlighted as one of the main features of progressive mathematics teaching, yet, little is known about how teachers enact listening in the classroom. This project explores the experiences of teachers who value a listening orientation in thei...
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| Language: | en |
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Université d'Ottawa / University of Ottawa
2017
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| Online Access: | http://hdl.handle.net/10393/36241 http://dx.doi.org/10.20381/ruor-20521 |