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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
  • eTOC Alerts
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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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