• Mapping Mathematics Classroom Discourse and Its Implications for Models of Teaching

    Mary P. Truxaw, Thomas C. DeFranco
    This article reports on models of teaching that developed as outgrowths of a study of middle-grades mathematics classes. Three specific cases are highlighted that represent deductive (associated with univocal), inductive (associated with dialogic), and mixed (a hybrid of deductive and inductive) models of teaching. Teaching practices associated with each model are illustrated and discussed
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