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Stepped Tasks: Top-Down Structure of Varying Mathematical Challenge

  • Leikin R
DOI: 10.1007/978-3-030-29215-7_9
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Abstract

Since each mathematics classroom is heterogeneous with respect to students’ mathematical potential, the quality of mathematical instruction results from matching the level of mathematical activities to different students’ potential. This is also true for...

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Leikin, R. (2019). Stepped Tasks: Top-Down Structure of Varying Mathematical Challenge (pp. 167–184). https://doi.org/10.1007/978-3-030-29215-7_9

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