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041222s2005 nyua b 001 0 eng |
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|a 2004061914
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|a 0387242511 (acid-free paper)
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|a QA11.2
|b .S84 2005
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|a 510/.71
|2 22
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| 100 |
1 |
|
|a Steinbring, Heinz.
|0 http://id.loc.gov/authorities/names/n80155275
|1 http://viaf.org/viaf/170637365
|
| 245 |
1 |
4 |
|a The construction of new mathematical knowledge in classroom interaction :
|b an epistemological perspective /
|c Heinz Steinbring.
|
| 260 |
|
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|a New York :
|b Springer Science+Business Media,
|c c2005.
|
| 300 |
|
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|a xiii, 233 p. :
|b ill. ;
|c 25 cm.
|
| 336 |
|
|
|a text
|b txt
|2 rdacontent
|0 http://id.loc.gov/vocabulary/contentTypes/txt
|
| 337 |
|
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|a unmediated
|b n
|2 rdamedia
|0 http://id.loc.gov/vocabulary/mediaTypes/n
|
| 338 |
|
|
|a volume
|b nc
|2 rdacarrier
|0 http://id.loc.gov/vocabulary/carriers/nc
|
| 440 |
|
0 |
|a Mathematics education library ;
|v v. 38
|
| 504 |
|
|
|a Includes bibliographical references (p. [223]-228) and indexes.
|
| 505 |
0 |
0 |
|g Ch. 1.
|t Theoretical background and starting point --
|g Ch. 2.
|t The theoretical research question --
|g Ch. 3.
|t Epistemology-oriented analyses of mathematical interactions --
|g Ch. 4.
|t Epistemological and communicational conditions of interactive mathematical knowledge constructions.
|
| 650 |
|
0 |
|a Mathematics
|x Study and teaching.
|0 http://id.loc.gov/authorities/subjects/sh85082157
|
| 650 |
|
0 |
|a Teacher-student relationships.
|0 http://id.loc.gov/authorities/subjects/sh85132960
|
| 650 |
|
0 |
|a Interaction analysis in education.
|0 http://id.loc.gov/authorities/subjects/sh85067203
|
| 650 |
|
7 |
|a Interaction analysis in education.
|2 fast
|0 http://id.worldcat.org/fast/fst00975973
|
| 650 |
|
7 |
|a Mathematics
|x Study and teaching.
|2 fast
|0 http://id.worldcat.org/fast/fst01012236
|
| 650 |
|
7 |
|a Teacher-student relationships.
|2 fast
|0 http://id.worldcat.org/fast/fst01144236
|
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|a ToCBNA
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|t Library of Congress classification
|a QA11.2 .S84 2005
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|c JRL-Gen
|i 5019936
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|
|t Library of Congress classification
|a QA11.2 .S84 2005
|l JRL
|c JRL-Gen
|e mccu
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|i 7854267
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