Teacher Use of Multimodal Signs to Support Kindergarten Students’ Developing Understanding of Mathematical Equivalence.

Authors

Yewon Sung, California State University
Ana C. Stephens, University of Wisconsin–Madison,
Ranza Veltri Torres, University of Minnesota–Twin Cities
Susanne Strachota, Tufts University
Maria Blanton, TERC, Cambridge, MA
Angela Murphy Gardiner, TERC, Cambridge, MA
Rena Stroud, Merrimack CollegeFollow
Eric Knuth, The National Science Foundation

Document Type

Article

Publication Title

Mathematics Education Research Journal

Publication Date

9-28-2024