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Download or read book Research Reports from the Fourth and Fifth National Conferences on Diagnostic and Prescriptive Mathematics written by Thomas A. Romberg and published by Re/Search Publications. This book was released on 1981 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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Download or read book The Development of Children s Place value Numeration Concepts in Grades Two Through Five written by Sharon Hill Ross and published by . This book was released on 1985 with total page 520 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Index to American Doctoral Dissertations written by and published by . This book was released on 1974 with total page 640 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Catalogue of Title entries of Books and Other Articles Entered in the Office of the Librarian of Congress at Washington Under the Copyright Law Wherein the Copyright Has Been Completed by the Deposit of Two Copies in the Office written by Library of Congress. Copyright Office and published by . This book was released on 1977 with total page 1692 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Catalog of Copyright Entries Third Series written by Library of Congress. Copyright Office and published by . This book was released on 1976 with total page 1686 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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Download or read book Early Childhood Mathematics Education Research written by Julie Sarama and published by Routledge. This book was released on 2009-04-01 with total page 440 pages. Available in PDF, EPUB and Kindle. Book excerpt: This important new book synthesizes relevant research on the learning of mathematics from birth into the primary grades from the full range of these complementary perspectives. At the core of early math experts Julie Sarama and Douglas Clements's theoretical and empirical frameworks are learning trajectories—detailed descriptions of children’s thinking as they learn to achieve specific goals in a mathematical domain, alongside a related set of instructional tasks designed to engender those mental processes and move children through a developmental progression of levels of thinking. Rooted in basic issues of thinking, learning, and teaching, this groundbreaking body of research illuminates foundational topics on the learning of mathematics with practical and theoretical implications for all ages. Those implications are especially important in addressing equity concerns, as understanding the level of thinking of the class and the individuals within it, is key in serving the needs of all children.

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