The role of interactive dialogue in students' learning of mathematical reasoning: A quantitative multi-method analysis of feedback episodes

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Resource type
Journal Article
Status
Published
Recommended form of citation (APA)
Smit, R., Hess, K., Taras, A., Bachmann, P., & Dober, H. (2023). The role of interactive dialogue in students' learning of mathematical reasoning: A quantitative multi-method analysis of feedback episodes. Learning and instruction, 86, 101777. https://doi.org/10.1016/j.learninstruc.2023.101777
Author(s)
Smit, Robbert orcid-logo
Hess, Kurt
Taras, Alexandra 
Bachmann, Patricia 
Dober, Heidi
DOI
10.18747/PHSG-coll3/id/2053
PHSG Organisation name
Institut Mathematische, Naturwissenschaftliche und Technische Bildung 
Institut Schule und Profession 
Project(s)
Formatives Feedback zum mathematischen Argumentieren 
License Condition
by/4.0/
License
https://creativecommons.org/licenses/by/4.0/
Proforis OA-status
Hybrid OA
Permalink
https://proforis.phsg.ch/handle/20.500.14111/5325
File(s)
Topic PHSG
Mathematische, Naturwissenschaftliche und Technische Bildung
Schule und Profession
Subjects
Fields of Science and Technology (OECD)
Education, general (including training, pedagogy, didactics)
Natural Sciences
Education, general (including training, pedagogy, didactics)
Version
Published Version
Access Rights
Open Access
License Condition
by/4.0/
Rights Holder
Author(s)