We have chosen this example because it lends itself to effective illustration of the methodology, in particular, the prising apart of mathematics and teaching as co-constituting objects of acquisition. Additionally however, it also reflects some typicality across the events in the full data set of classroom videotape in both institutions from the wider study in that, as we will show, evaluative judgement operates differentially with respect to mathematics and teaching. In our discussion following, we make some comments on the implications of this difference; however it is beyond the scope of this paper to fully
evidence this in any general way
We have chosen this example because it lends itself to effective illustration of the methodology, in particular, the prising apart of mathematics and teaching as co-constituting objects of acquisition. Additionally however, it also reflects some typicality across the events in the full data set of classroom videotape in both institutions from the wider study in that, as we will show, evaluative judgement operates differentially with respect to mathematics and teaching. In our discussion following, we make some comments on the implications of this difference; however it is beyond the scope of this paper to fullyevidence this in any general way
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