Autor:	Natasha E. Gerstenschlager, Kristin S. Hartland, Alyson E. Lischka, J. Christopher Willingham, Jeremy F. Strayer, D. Christopher Stephens, Angela T. Barlow
Rok vydání:	2018
Předmět:	Scaffold Teaching method Prior learning Mathematics education Mathematics instruction Psychology
Zdroj:	Mathematics Teaching in the Middle School. 23:202-207
ISSN:	2328-5486 1072-0839
Popis:	Examining two lessons using the same problem illuminates a way that scaffolding can support access to productive struggle.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::36e7590592131b3f5bd4272643db4f03 https://doi.org/10.5951/mathteacmiddscho.23.4.0202 Zobrazit plný text záznamu