Inclusive practices in mathematics lessons. Empirical analyses of teaching discourses in introductory phases
Crossref DOI link: https://doi.org/10.1007/s42278-020-00097-1
Published Online: 2021-01-15
Update policy: https://doi.org/10.1007/springer_crossmark_policy
Häsel-Weide, Uta
Nührenbörger, Marcus
Funding for this research was provided by:
Universität Paderborn
Text and Data Mining valid from 2021-01-15
Version of Record valid from 2021-01-15
Article History
Received: 1 June 2020
Accepted: 2 November 2020
First Online: 15 January 2021