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  1. Fernandez, C. ; Guiterrez, A. ; Planas, N. (Ed.)
  2. Fernández, C. ; Llinares, S. ; Gutiérrez, A. ; Planas, N. (Ed.)
    In this paper, we explore the development of effective research-practice partnerships (RPPS) that created mediated spaces for mathematics teaching and learning, gleaning learning across activities and efforts. 
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  3. Fernández, C. ; Llinares, S. ; Gutiérrez, A. ; Planas, N. (Ed.)
    The need for high-quality remote learning experiences has been illustrated by the COVID-19 pandemic. As such, there is a need to explore instructional videos that go beyond expert exposition as the main pedagogical approach. An emerging body of research has begun to investigate instructional videos that feature dialogue. However, this body of research has focused primarily on whether such videos are effective. In contrast, the purpose of our study is to investigate the dialogic learning processes involved as students viewing dialogic videos develop mathematical meaning. We employed a Bakhtinian perspective to analyse the learning of a pair of Grade 9 students who engaged with dialogic instructional videos. The results focus on ventriloquation as a learning process. 
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  4. Fernandez, C. ; Llinares, S. ; Gutierrez, A. ; Planas, N. (Ed.)