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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 812
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 812
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Book Description
Author: F. Joe Crosswhite
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 264
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Book Description
Author:
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 266
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Book Description
Author:
Publisher:
ISBN:
Category : Arithmetic
Languages : en
Pages : 602
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Book Description
Author:
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 452
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Book Description
Author: Ralph Winfred Tyler
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 452
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Book Description
Author: William D. McKillip
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 390
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Author:
Publisher:
ISBN:
Category : Union catalogs
Languages : en
Pages : 1032
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Book Description
Includes entries for maps and atlases.
Author: Library of Congress. Copyright Office
Publisher: Copyright Office, Library of Congress
ISBN:
Category : Copyright
Languages : en
Pages : 1666
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Book Description
Author: Frank K. Lester
Publisher: IAP
ISBN: 160752709X
Category : Education
Languages : en
Pages : 1380
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Book Description
The audience remains much the same as for the 1992 Handbook, namely, mathematics education researchers and other scholars conducting work in mathematics education. This group includes college and university faculty, graduate students, investigators in research and development centers, and staff members at federal, state, and local agencies that conduct and use research within the discipline of mathematics. The intent of the authors of this volume is to provide useful perspectives as well as pertinent information for conducting investigations that are informed by previous work. The Handbook should also be a useful textbook for graduate research seminars. In addition to the audience mentioned above, the present Handbook contains chapters that should be relevant to four other groups: teacher educators, curriculum developers, state and national policy makers, and test developers and others involved with assessment. Taken as a whole, the chapters reflects the mathematics education research community's willingness to accept the challenge of helping the public understand what mathematics education research is all about and what the relevance of their research fi ndings might be for those outside their immediate community.
