How teacher questioning can reduce the cognitive demand of mathematical tasks
This study investigates the impact of teacher questioning on the cognitive demand of mathematical tasks within the context of the Developmental Education in Mathematics (DEM) reform initiative in Norway. Using a case study design, researchers’ video-recorded and analyzed twelve lessons by four prim...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
LUMA Centre Finland
2025-07-01
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| Series: | LUMAT |
| Subjects: | |
| Online Access: | https://journals.helsinki.fi/lumat/article/view/2560 |
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