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Critical perspective taking : promoting and assessing online written argumentation for dialogic focus. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 119–141.
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Exploring teacher contributions to student argumentation quality. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 173–198.
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A case of teacher and student mathematical problem-solving behaviors from the perspective of a cognitive-metacognitive framework. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 221–243.
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Measuring production and comprehension of written arguments in upper-elementary grades. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 63–84.
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