Classroom management is an urgent component in the delivery of education and the learning environment. However, mathematics has a certain urgency. The cumulative aspect of math education requires skill mastery over cumulative years. As students advance, there are layers of the population in school who develop gaps in their learning. Do gaps in learning create an environment for classroom management issues in the K-12 (and 13-14) environment? Where is the research on this important topic? What has the research shown? What can educators, teacher educators, and math researchers do to research this question?
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