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  1. ; ; ; ; ; (, Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Mexico.)
    Sacristán, A.I. (Ed.)
    Centering class discussions around student mathematical thinking has been identified as one of the critical components of teaching that engages students in justifying and generalizing. This report shares analysis from a larger project aimed at describing and quantifying student and teacher components of productive classrooms at a fine-grain level. We share results from this analysis of 39 mathematics lessons with a focus working with public records of students’ mathematical thinking. 
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