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Download full textChick, Helen – Mathematics Education Research Group of Australasia, 2015
Mathematical knowledge in classrooms is mediated through the use of both technical and informal language. This paper is a report of a study of the language use of teachers as they examine students' work and discuss teaching for the topic of fraction operations. This provides a window on their pedagogical content knowledge and also on the way in…
Descriptors: Pedagogical Content Knowledge, Mathematics Achievement, Language Usage, Fractions
