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Peer reviewed
Direct linkAder, Engin – International Journal for Mathematics Teaching and Learning, 2013
This is an ethnographic study of promotion of metacognition, focusing on the teaching practices in secondary mathematics classrooms of three teachers in the UK. With all three teachers, observations of their teaching and interviews regarding their teaching were conducted. The main aim was analysing and substantiating the parallels and differences…
Descriptors: Achievement, Student Attitudes, Teaching Methods, Ethnography
