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Designing Case-Based Hypermedia for Developing Understanding of Children's Mathematical Reasoning
ARTICLE

Cognition and Instruction Volume 20, Number 2, ISSN 0737-0008

Abstract

Compared two types of case-based hypermedia for teachers' professional development: one in which cases are episodes of classroom teaching and learning, the other in which cases are narratives that structure the episodes. Comparison showed that while both types helped teachers learn the material, access to narrative cases afforded greater opportunities for preservice teachers to orchestrate knowledge and apply it to an analysis of student work. (JPB)

Citation

Koehler, M.J. (2002). Designing Case-Based Hypermedia for Developing Understanding of Children's Mathematical Reasoning. Cognition and Instruction, 20(2), 151. Retrieved November 18, 2019 from .

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