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Less Is More

Rong-Ji Chen
Mathematics Teaching in the Middle School
Vol. 17, No. 8 (April 2012), pp. 464-471
DOI: 10.5951/mathteacmiddscho.17.8.0464
Stable URL: http://www.jstor.org/stable/10.5951/mathteacmiddscho.17.8.0464
Page Count: 8
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Less Is More
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Abstract

Provide less guidance to students and engage them in challenging mathematical tasks.

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