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| 005 | 20251125132949.0 | ||
| 008 | 230817b ||||| |||| 00| 0 eng d | ||
| 040 | _c0 | ||
| 082 | _aDPer 370.15 J826 July-August 2020 v. 112 n. 5-6 | ||
| 100 |
_aMalone, Stephanie A. _eauthor. _948699 |
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| 245 |
_aNumber knowledge and the approximate number system are two critical foundations for early arithmetic development / _cStephanie A. Malone, Kelly Burgoyne, and Charles Hulme. |
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| 260 |
_aWashington ; _bAmerican Psychological Association , _cAugust 2020. |
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| 300 |
_aVolume 112, pages 1167-1182 : _billustration ; _c28 cm. |
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| 500 | _aJournal of Educational Psychology, vol. 112, no. 6, pages 1167-1182, August 2020. | ||
| 650 |
_aEducation. _948700 |
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| 650 | 0 |
_aArithmetic. _922690 |
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| 650 |
_aNumbers. _947655 |
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| 700 |
_aMalone, Stephanie A. _eauthor. _948699 |
||
| 700 |
_aBurgoyne, Kelly. _eauthor. _948701 |
||
| 700 |
_aHulme, Charles. _eauthor. _948702 |
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| 942 |
_2ddc _cPER |
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| 999 |
_c18134 _d18134 |
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