Chow, Jason C.  <br/><br/>
Effects of symbolic and nonsymbolic equal-sign intervention in second-grade classrooms / 
Jason C. Chow and Joseph H. Wehby.		 
 - Chicago,USA ;  University of Chicago Press ,  June 2019. 
 - Volume 119, pages 677-702 :   illustration ;  25 cm. 
<br/><br/> The Elementary School Journal, vol. 119, no. 4, pages 677-702, June 2019. 
<br/><br/><label>Subjects--Topical Terms: </label><br/>Instructional effectiveness.<br/>Symbols (Mathematics).<br/>Visual aids.
<br/><br/><label>Dewey Class. No.: </label>DPer 372.05 El262 March-June 2019 v. 119 n. 3-4