| 000 | 00883nam a22002057a 4500 | ||
|---|---|---|---|
| 005 | 20260210090758.0 | ||
| 008 | 240830b ||||| |||| 00| 0 eng d | ||
| 082 | _aDPer 372.05 El262 March-June 2019 v. 119 n. 3-4 | ||
| 100 |
_aChow, Jason C. _eauthor. _959535 |
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| 245 |
_aEffects of symbolic and nonsymbolic equal-sign intervention in second-grade classrooms / _cJason C. Chow and Joseph H. Wehby. |
||
| 260 |
_aChicago,USA ; _bUniversity of Chicago Press , _cJune 2019. |
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| 300 |
_aVolume 119, pages 677-702 : _billustration ; _c25 cm. |
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| 500 | _aThe Elementary School Journal, vol. 119, no. 4, pages 677-702, June 2019. | ||
| 650 | 0 |
_aInstructional effectiveness. _964936 |
|
| 650 | 0 |
_aSymbols (Mathematics). _967348 |
|
| 650 | 0 |
_aVisual aids. _967349 |
|
| 700 |
_aChow, Jason C. _eauthor. _959535 |
||
| 700 |
_aWehby, Joseph H. _eauthor. _959536 |
||
| 942 |
_2ddc _cPER |
||
| 999 |
_c21094 _d21094 |
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