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Breive, S. (2020). The Materialisation of Children’s Mathematical Thinking Through Organisation of Turn-Taking in Small Group Interactions in Kindergarten. In Mathematics education in the early years : Results from the POEM4 conference, 2018 (pp. 448): Springer Nature.
Breive, S. (2020). Student–teacher dialectic in the co-creation of a zone of proximal development: an example from kindergarten mathematics. European Early Childhood Education Research Journal, 28(3), 12. doi:http://dx.doi.org10.1080/1350293X.2020.1755498
Brodahl, C., Larson, N., Wathne, U., & Bjørkestøl, K. (2020). Developing further support for in-service teachers’ implementation of a reasoning-and-proving activity and their identification of students’ level of mathematical argumentation. Journal of the International Society for Teacher Education, 24(2), 73-87. Retrieved from http://isfte.hkbu.edu.hk/index.php/jiste-our-bi-annual-journal/journal-volumes/publicly-accessibly-abstracts-only/
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Fredriksen, H. (2020). Investigating the affordances of a flipped mathematics classroom from an activity theoretical perspective. Teaching Mathematics and its Applications, 16. doi:http://dx.doi.org10.1093/teamat/hraa011
Fredriksen, H., & Hadjerrouit, S. (2020). Exploring engineering students’ participation in flipped mathematics classroom: A discursive approach. Nordisk matematikkdidaktikk, 25(1), 45-64. Retrieved from https://academic.oup.com/teamat/advance-article/doi/10.1093/teamat/hraa011/5983752
Ginga, U. A., & Zakariya, Y. F. (2020). Impact of a Social Constructivist Instructional Strategy on Performance in Algebra with a Focus on Secondary School Students. Education Research International, 8. doi:http://dx.doi.org10.1155/2020/3606490
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