English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

This study documents and describes results of a classroom design study that investigated middle school mathematics classrooms where students were introduced to new mathematical tools, tool-related practices, concepts, facts, and problem solving strategies through the sharing of student-initiated ideas throughout the classroom. A resulting product of this design study is a set of multi-revised principles for mathematics teachers to use to promote the development, diffusion, and exchange of innovative mathematical knowledge in classrooms where students work collaboratively on problem-based mathematical tasks. The implementation principles were designed using the established research framework of diffusion theory (da Ponte, 2013; Rogers, 2003) and are intended to guide teachers in modifying the classroom environment to promote the sharing, spread, and exchange of mathematical ideas, facts, concepts, problem solving strategies, and tool usages.. Utilizing a pattern coding method to analyze student interaction and work samples, the principles underwent four testing iterations in a design experiment. The final set of constructed principles provide implications for middle school mathematics teacher education.

A Design of Teacher Principles for the Development, Diffusion, and Appropriation of Students’ Mathematical Knowledge