Sneha Anil Kumar Vaidhyam, Kuo-Ting Huang
Social Determinants of Health and Patients' Technology Acceptance of Telehealth During the COVID-19 Pandemic: Pilot Survey
JMIR human factors
teachers attempt use inquirybased studentcentered instructional tasks face challenges go beyond identifying welldesigned tasks setting appropriately classroom solution paths usually specified kinds tasks students tend approach unique sometimes unanticipated ways teachers must strive understand students making sense task also begin align students disparate ideas approaches canonical understandings nature mathematics research suggests difficult teachers ball 1993 ball l 1993 eye mathematical horizon dilemmas teaching elementary school mathematics elementary school journal 944 373397 google scholar 2001 ball l 2001 teaching respect mathematics students beyond classical pedagogy teaching elementary school mathematics edited wood nelson b warfield j 1122 mahwah nj erlbaum google scholar leinhardt steele 2005 leinhardt g steele 2005 seeing complexity standing side instructional dialogues cognition instruction 231 87163 taylor francis online web science google scholar schoenfeld 1998 schoenfeld 1998 toward theory teachingincontext issues education 41 195 crossref google scholar sherin 2002 sherin g 2002 teaching becomes learning cognition instruction 202 119150 taylor francis online web science google scholar article present pedagogical model specifies five key practices teachers learn use student responses tasks effectively discussions anticipating monitoring selecting sequencing making connections student responses first define practice showing typical discussion based cognitively challenging task could improved use explain five practices embody current theory support students productive disciplinary engagement finally close discussing practices make discussionbased pedagogy manageable teachers