Abstract
Students and teachers alike bring their own individual perceptions of the relevance, intent and proper delivery of education, and the classroom provides a space to negotiate these diverse perceptions. The teaching-research paradigm allows teachers to prescribe certain interventions and improve student performance by systematically integrating these interventions over the course of an academic semester.
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Ingram, T., Prabhu, V., Smith, H.E. (2016). “Just Tell Us the Formula!” Co-Constructing the Relevance of Education in Freshman Learning Communities. In: Czarnocha, B., Baker, W., Dias, O., Prabhu, V. (eds) The Creative Enterprise of Mathematics Teaching Research. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-549-4_35
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DOI: https://doi.org/10.1007/978-94-6300-549-4_35
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