CONTENT

Print ISSN 1226-6191|Online ISSN 2287-9943

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Vol.23No.22020
Maintaining Cognitively Challenging Discourse Through Student Silence
Examining Mathematics Teachers’ Perception Toward Multicultural Education: Teachers’ Noticing of Multicultural Contents in Mathematics Textbooks
Quantitatively Investigating the Effects of Multiple Strategies on Pre-Services Teachers’ Mindset and Persistence