Abstract
This paper presents and discusses some of the findings of a research project that focused on teaching and learning in two high-school mathematics classrooms. The focus of the study was to consider the ways in which teachers’ classroom interventions promote the growth of students’ mathematical understanding. Analysis of the data resulted in the generation of a number of themes describing the teachers’ interventions. One of these themes, that I callblocking, is the subject of this paper. The paper discusses the implications of this intervention strategy for teaching, learning, research, and teacher education.
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Towers, J. Blocking the growth of mathematical understanding: A challenge for teaching. Math Ed Res J 14, 121–132 (2002). https://doi.org/10.1007/BF03217357
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DOI: https://doi.org/10.1007/BF03217357