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Download full textShongwe, Benjamin – Pythagoras, 2021
The research presented in this article reports on the results of a case study examining the classroom practice of one early career Grade 4 teacher (Nox, pseudonym) as she teaches equivalent fractions. The goal was to explore the ways and extent to which her instruction reflected a dialogical teaching approach, defined as a pedagogical approach…
Descriptors: Grade 4, Elementary School Teachers, Mathematics Instruction, Fractions
