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AbstractThere is widespread agreement that students should be supported to experience intellectual agency. However, “traditional,” teacher-centered forms of instruction tend to limit students’ opportunities to exercise agency, and many studies have shown that such instruction is highly resistant...
AbstractIn mathematics education, researchers commonly infer students’ standards of conviction from the justifications that they produce. Specifically, if students justify a mathematical statement with an empirical justification, researchers often infer that example-based justifications provide...
AbstractAlgebra is a key course in the high school mathematics sequence. Despite its prominence, large-scale examinations of algebra instruction are rare and it is not clear whether and how instructional practices that support students’ learning of algebra content manifest in classroom...
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