GJÆRE, Åsmund; MOSVOLD, Reidar. How teacher questioning can reduce the cognitive demand of mathematical tasks. LUMAT: International Journal on Math, Science and Technology Education, [S. l.], v. 13, n. 1, p. 6, 2025. DOI: 10.31129/LUMAT.13.1.2560. Disponível em: https://journals-21.hulib.helsinki.fi/lumat/article/view/2560. Acesso em: 29 jul. 2025.