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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
  
  By: Catherine Lewis and Rebecca Perry
  
  Pages: 261–299
- Preservice Teachers' Reasoning About Relationships That Are and Are Not Proportional: A Knowledge-in-Pieces Account
  
  By: Andrew Izsák and Erik Jacobson
  
  Pages: 300–339
Department
- Editorial
  - Clarifying the Impact of Educational Research on Learning Opportunities
    
    By: Jinfa Cai, Anne Morris, Charles Hohensee, Stephen Hwang, Victoria Robison and James Hiebert
    
    Pages: 230–236
- Research Commentary
  - Authority, Identity, and Collaborative Mathematics
    
    By: Jennifer M. Langer-Osuna
    
    Pages: 237–247
- Brief Report
  - What We Say and How We Do: Action, Gesture, and Language in Proving
    
    By: Caroline (Caro) Williams-Pierce, Elizabeth L. Pier, Candace Walkington, Rebecca Boncoddo, Virginia Clinton, Martha W. Alibali and Mitchell J. Nathan
    
    Pages: 248–260

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Journal for Research in Mathematics Education

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