Crossmark

Lehrende unterstützen Lernende beim mathematischen Argumentieren mit Feedback-Dialogen – eine Mixed Methods-Studie

Crossref DOI link: https://doi.org/10.1007/s13138-024-00240-w

Published Online: 2024-08-16

Published Print: 2024-12

Update policy: https://doi.org/10.1007/springer_crossmark_policy

Authors

Hess, Kurt https://orcid.org/0000-0003-2922-916X
Smit, Robbert https://orcid.org/0000-0002-9809-9656
Funding

Funding for this research was provided by:

University of Teacher Education Zug
License Information

Text and Data Mining valid from 2024-08-16

Version of Record valid from 2024-08-16
More Information

Article History

Received: 25 October 2022

Accepted: 14 May 2024

First Online: 16 August 2024