Effective Teacher-Pupil Dialogue To Promote Understanding In

This review, commissioned by the DCSF, investigates the role of teacher-pupil dialogue in promoting pupils’ conceptual understanding of mathematics. It does this by considering the research evidence regarding effective teacher-initiated teacher-pupil dialogue which promotes pupils’ understanding of mathematics at Key Stages 2 to 3. Folder: Leadership Briefings Issue 3.05 (29)

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