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Direct linkHerbst, Patricio; Kosko, Karl W. – Journal of Mathematics Teacher Education, 2014
This study compared conversations among groups of teachers of high school geometry that had been elicited by a representation of instruction (either a video or an animation) and facilitated with an open-ended agenda. All artifacts used represented instruction scenarios that departed from what, according to prior work, had been hypothesized as…
Descriptors: Animation, Video Technology, Mathematics Teachers, Mathematical Aptitude
