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

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  
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
CC BY 4.0 (International)
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

Formative feedback

Mathematical reasonin...

Primary school

Interactive dialogue

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
CC BY 4.0 (International)
Rights Holder
Author(s)