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Download full textSchwarz, Baruch; Dreyfus, Tommy; Hadas, Nurit; Hershkowitz, Rina – International Group for the Psychology of Mathematics Education, 2004
This paper focuses on how teachers guide construction of knowledge in classrooms. We suggest that guidance hinges on the kind of dialogue teachers choose to engage students in. We propose several classroom dialogue types relevant for the construction of knowledge and suggest that critical dialogue is particularly effective for knowledge…
Descriptors: Grade 8, Teacher Guidance, Probability, Constructivism (Learning)
