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Creators/Authors contains: "Stripling, N"

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  1. ; ; ; ; ; (, Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol 1).)
    Lamberg, T; Moss, D (Ed.)
    Accepted Manuscript Full Text Available
  2. ; ; ; ; ; (, PMENA)
    Lamberg, T; Moss, D (Ed.)
    Teachers use curricular reasoning (CR) as they design and enact instruction with their students, curriculum materials, and standards in mind (Roth McDuffie & Mather, 2009). Teachers’ CR has not been measured to the extent of other critical practices: professional noticing (cf., Schack et al., 2017) and facilitating mathematical discussions (cf., Smith & Sherin, 2019). As part of a larger project, we aim to develop and validate a questionnaire and an observation protocol to formatively measure middle school teachers’ mathematical CR (Dingman et al., 2021). 
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    Accepted Manuscript Full Text Available
  3. ; ; ; ; ; (, Proceedings of the Forty-Fifth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
  4. ; ; ; ; ; (, Proceedings of the Forty-Fifth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Accepted Manuscript Full Text Available