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Instructional Strategies In Math
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Description: Marginalized students face a range of gaps in experience, highlighting the importance of better understanding these students’ opportunities to learn. The current study contributes to this effort by reporting on marginalized students’ experiences and liking of math instructional strategies in urban middle-school mathematics classrooms. Middle-school students (N = 466), many of whom attended racially segregated schools, sorted instructional strategies and discussed their experiences with the strategies in small groups or interviews.
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