Corey Webel, Thomas A. Evitts (ed. lit.), Karen Heinz (ed. lit.)
This article describes differences between two high school teachers' use of collaborative learning formats (whole-class discussions and small-group work). The duration and timing of group work in one teacher's classroom showed the author one way in which mathematical authority can be shifted to the classroom community.
© 2001-2024 Fundación Dialnet · Todos los derechos reservados