What characterises effective teacher-initiated teacher-pupil dialogue to promote conceptual understanding in mathematics lessons in England in Key Stages 2 and 3?

J . Issitt, Chris Kyriacou

Research output: Book/Report › Commissioned report

Original languageEnglish
Place of PublicationLondon
PublisherEPPI-Centre, Social Research Unit, Institute of Education
Publication statusPublished - 2008

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  • What characterises effective teacher-initiated teacher-pupil dialogue to promote conceptual understanding in mathematics lessons in England in Key Stages 2 and 3?

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