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September 17, 2025Open Access

Teachers’ task-specific questions when monitoring students’ combinatorial reasoning in mathematics

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Authors

MLMaria LarssonJOJan Olsson

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Overview

Analysis reveals differences in task-specific questions posed by teachers in combinatorial reasoning, highlighting implications for teacher education.

Key Points

  • Teachers pose different types of task-specific questions, influencing student reasoning and solutions.
  • The first teacher focuses on initiating and developing reasoning, which may not fully align with CMR principles.
  • Analysis across two lessons reveals a divergence in teaching strategies regarding combinatorial reasoning.
  • Teacher education programs can benefit from emphasizing question-posing skills based on CMR principles.

Cite This Study

Larsson et al. (2025) studied this question.

synapsesocial.com/papers/68d4604731b076d99fa5f86fhttps://doi.org/10.7146/nomad.v30i3.159685
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Also Consider

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