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Volume 48 (2017): Issue 3 (May 2017)

in Journal for Research in Mathematics Education

Print ISSN:: 0021-8251

Online ISSN:: 1945-2306

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Feature
- Lesson Study to Scale Up Research-Based Knowledge: A Randomized, Controlled Trial of Fractions Learning
- Preservice Teachers' Reasoning About Relationships That Are and Are Not Proportional: A Knowledge-in-Pieces Account
Department
- Editorial
  - Clarifying the Impact of Educational Research on Learning Opportunities
- Research Commentary
  - Authority, Identity, and Collaborative Mathematics
- Brief Report
  - What We Say and How We Do: Action, Gesture, and Language in Proving

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