Call Number (LC) Title Results
ED496904 Learning Mathematics Perspectives of Australian Aboriginal Children and Their Teachers / 1
ED496905 Verification or Proof Justification of Pythagoras' Theorem in Chinese Mathematics Classrooms / 1
ED496906 Mozambican Teachers' Professional Knowledge about Limits of Functions 1
ED496907 Heuristic Biases in Mathematical Reasoning 1
ED496908 Three Utilities for the Equal Sign 1
ED496909 Computer Algebra Systems (CAS) as a Tool for Coaxing the Emergence of Reasoning about Equivalence of Algebraic Expressions 1
ED496910 Students' Colloquial and Mathematical Discourses on Infinity and Limit 1
ED496911 Mathematical Modelling with 9-Year-Olds 1
ED496912 Teachers as Interns in Informal Mathematics Research 1
ED496913 Meeting NCLB Requirements for Family Involvement 1
ED496914 Levers for Change Opportunities to Strengthen California's High School Curriculum. 1
ED496915 Synchronizing Gestures, Words and Actions in Pattern Generalizations 1
ED496917 Generalization Strategies of Beginning High School Algebra Students 1
ED496918 High Standards + Support = More Students Taking Tougher Math 1
ED496931 Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (30th, Prague, Czech Republic, July 16-21, 2006). Volume 1 1
ED496932 Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (30th, Prague, Czech Republic, July 16-21, 2006). Volume 2 1
ED496933 Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (30th, Prague, Czech Republic, July 16-21, 2006). Volume 3 1
ED496934 Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (30th, Prague, Czech Republic, July 16-21, 2006). Volume 4 1
ED496935 How Does Technology Affect Access in Postsecondary Education? What Do We Really Know? Report of the National Postsecondary Education Cooperative Working Group on Access-Technology. NPEC 2004-831 / 1
ED496937 Case Studies of Children's Development of Structure in Early Mathematics A Two-Year Longitudinal Study / 1