Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/1072
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dc.contributor.authorSilverman, Jason
dc.contributor.authorKlein, Valerie
dc.contributor.authorShumar, Wesley
dc.contributor.authorFricchione, Cheryl
dc.date.accessioned2018-05-21T22:08:52Z
dc.date.accessioned2019-01-22T19:42:07Z-
dc.date.available2018-05-21T22:08:52Z
dc.date.available2019-01-22T19:42:07Z-
dc.date.issued2014-06
dc.identifier.citationSilverman, J., Klein, V., Shumar, W., & Fricchione, C. (2014). Characterizing Teachers' Analysis of Student Work. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 3. Colorado, CO: International Society of the Learning Sciences, pp. 1631-1632.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2014.1631
dc.identifier.urihttps://repository.isls.org//handle/1/1072-
dc.description.abstractWe report on our analysis of teachers' investigation of student work on open-ended mathematics tasks and present an emerging framework for explaining the variety of ways teachers engage with and attempt to analyze and organize conversations about student work. This emerging framework will provide potential starting points for professional development focusing on student-centered instructionen_US
dc.language.isoenen_US
dc.publisherBoulder, CO: International Society of the Learning Sciencesen_US
dc.titleCharacterizing Teachers' Analysis of Student Worken_US
dc.typeBook chapteren_US
Appears in Collections:ICLS2014

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