Are Teachers Amenable to Increasing Students' Scope of Work in Doing Proofs? Estimating Teachers' Decision-Making Using a Diagnostic Classification Model
We investigate teachers' decision making in contexts where they could choose to provide students more authentic experiences with proving. Specifically, we investigate their preferences to depart from norms about what proof problems to assign to students. Scenario-based instruments consisting of...
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| Main Authors: | , |
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| Format: | Book |
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Korea Society of Educational Studies in Mathematics,
2020-08-01T00:00:00Z.
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