How Students Think When Doing Algebra

Olson,Amy; Ayieko,Rachel

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My Experience Technology - Good for Students AND Teachers Fiddling with Indicators while using Toxic Tests Ode to Dewey Clearly Articulated Proposal--Thank You!
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CALL FOR CHAPTERS: CREDENTIAL INNOVATIONS FOR INCLUSIVE PATHWAYS TO PROFESSIONS

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IJEP- CALL FOR PAPERS. RESPONDING TO NEOLIBERALISM THROUGH PRAXIS AND REFLECTIONS IN THE MIDDLE OF CRISIS WHERE THE RESISTANCE AND NEW LIVES EMERGE

CALL FOR CHAPTER PROPOSALS and BOOK CHAPTERS

Research on Education in Africa, the Caribbean, and the Middle East

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How Students Think When Doing Algebra

reviewed by Amy M. Olson & Rachel Ayieko - August 20, 2019

Title: How Students Think When Doing Algebra
Author(s): Steve Rhine, Rachel Harrington, & Colin Starr
Publisher: Information Age Publishing, Charlotte
ISBN: 1641134119, Pages: 350, Year: 2018
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Cite This Article as: Teachers College Record, Date Published: August 20, 2019
https://www.tcrecord.org ID Number: 23058, Date Accessed: 2/27/2021 4:13:06 PM

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About the Author
Amy Olson Duquesne University E-mail Author AMY M. OLSON is an Assistant Professor of Education at Duquesne University in Pittsburgh, Pennsylvania. Her research examines the equity implications of teacher beliefs about content, students, and what it means to be successful in the classroom, often in the context of mathematics classrooms. She publishes in a variety of journals, such as School Science and Mathematics, Urban Education, and Teachers College Record. Rachel Ayieko Duquesne University E-mail Author RACHEL A. AYIEKO is an Assistant Professor of Mathematics Education a Duquesne University in Pittsburgh, Pennsylvania. Her research interests focus on opportunities to learn mathematics and how to teach mathematics cross-nationally using large scale data sets and classroom observation tools. She has published articles in journals such as Journal of Mathematical Behavior, Global Education Review, and Teachers College Record.

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