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Award ID contains: 1852837

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  1. (, Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Lischka, A. E. (Ed.)
    Engagement in the mathematics classroom through interactions with the instructor, peers, and content are necessary for an effective learning experience. As such, it is important to understand the types of interactions that teachers utilize to engage students, especially as they have had to shift from a complete face-to-face setting to various remote modalities. Utilizing four interaction types (learner-content, learner-instructor, learner-learner, and learner-interface) this paper analyzes 35 videos of classroom instruction with the purpose of describing the interactions that take place throughout the course of the mathematics lesson. While there was not a significant difference in the type of interaction and the modality of instruction, there was a significant difference in the type of interaction enacted and the modality of instruction. 
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    Accepted Manuscript Full Text Available
  2. (, Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.)
    D. Olanoff, K. Johnson (Ed.)
    Accepted Manuscript Full Text Available