Investigating teachers' appraisal of unexpected moments and underlying values: an exploratory case in the context of changing mathematics classroom discourse
Jillian Cavanna, Beth Herbel-Eisenmann, Wee Seah
Research in Mathematics Education | ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD | Published : 2015
Awarded by National Science Foundation ([NSF])
The research reported in this article was supported with funding from the National Science Foundation ([NSF], Award #0918117, Herbel-Eisenmann, PI; Cirillo and Steele, co-PIs). We thank Mary Schleppegrell, Timothy Rowland, and anonymous reviewers for feedback on earlier versions. Any opinions, findings, and conclusions or recommendations expressed in this article are those of the authors and do not necessarily reflect the views of NSF.