Teacher Follow-up on Learners’ Initial Response to Teacher Questions

IF 0.7 Q4 EDUCATION, SCIENTIFIC DISCIPLINES

African Journal of Research in Mathematics Science and Technology Education Pub Date : 2024-01-14 DOI:10.1080/18117295.2023.2297127

France Machaba, Chipo Mangwiro

引用次数: 0

Abstract

Participating in classroom mathematics conversations, particularly engaging with the opinions of others, can improve learners’ mathematical comprehension. Teachers can use a variety of invitation a...

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教师跟进学习者对教师问题的初步回应

参与课堂数学对话，特别是听取他人的意见，可以提高学习者的数学理解能力。教师可以利用各种邀请和...

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来源期刊

African Journal of Research in Mathematics Science and Technology Education EDUCATION, SCIENTIFIC DISCIPLINES-

CiteScore

2.00

自引率

11.10%

发文量

期刊介绍： The editorial policy of'' the African Journal of Research in Mathematics, Science and Technology Education (AJRMSTE) is to disseminate, as widely as possible, high quality research findings and well written articles on Curriculum Studies; Teacher Education; Education for Development; Mathematics Education; Science Education; Design & Technology Education and Computer Education. Articles that promote the understanding of curricular policy and diverse socio-cultural issues and those which stimulate epistemological and methodological debates are welcome. The editorial board welcomes articles that will contribute to the overall development of science, mathematics, technology and environmental education in Africa.