Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/8157
Title: 
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Keywords: 
Instructional practices
High-quality teaching
Teacher learning
International comparisons
Issue Date: 
2012
Citation: 
Lewis, J. M., Corey, D. L., & Leong, Y. H. (2015). Studies of high-quality teaching practice in mathematics: A comparative and collective analysis. In The Proceedings of the 12th International Congress on Mathematical Education: Intellectual and attitudinal challenges (pp. 4215-4223). Cham, Switzerland: Springer International Publishing.
Abstract: 
This paper presents comparative and collective analyses of research on classroom practice of high- quality mathematics instruction across three studies of high-quality teachers: one from Japan, one from Singapore, and one from the US. Across the three studies, we focus our analyses on the research methods and tools used in each study; the theoretical assumptions that frame each; and the high-quality practices identified by each study.
Description: 
This paper was published in the Proceedings of the 12th International Congress on Mathematical Education: Intellectual and attitudinal challenges, held in Seoul. Korea from 8 – 15 Jul 2012
URI: 
Appears in Collections:Conference Papers

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