Commentary on Theories of Mathematics Education

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94 G. Harel Harel, G. (2008). What is mathematics? A pedagogical answer to a philosophical question. In R.B. Gold & R. Simons (Eds.), Current Issues in the Philosophy of Mathematics from the Perspective of Mathematicians. Mathematical American Association. Harel, G., & Sowder, L. (2007). Toward a comprehensive perspective on proof. In F. Lester (Ed.), Second Handbook of Research on Mathematics Teaching and Learning (pp. 805–842). National Council of Teachers of Mathematics. Levine, B. (2004). Making research matter more. Educational Policy Analysis Archives, 12, 1–20. Millroy, L. (1992). An Ethnographic Study of the Mathematics of a Group of Carpenters, Monograph 5. Reston, VA: National Council of Teachers of Mathematics. No Child Left Behind Act of 2001, Pub. L. No. 107-110. Schoenfeld, A. (2000). Purposes and methods of research in mathematics education. Notices, American Mathematical Society. Steffe, L., & Thompson, P. (2000). Teaching experiment methodology: Underlying principles and essential elements. In A. Kelly & R. Lesh (Eds.), Handbook of Research Design in Mathematics and Science Education (pp. 267–306). Mahwah: Lawrence Erlbaum Associates. Stokes, E. (1997). Pasteur’s Quadrant: Basic Science and Technological Innovation. Washington, DC: Brookings Institution Press.
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Advances in Mathematics Education E
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Prof. Bharath Sriraman Dept of Math
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vi Series Preface a regular topic s
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Introduction A Synthesized and Forw
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Introduction xi Campbell, J. (Ed.)
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xiv Contents Reflections on Theorie
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xvi Contents Lack of Cumulativeness
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xviii Contents Part VIII Problem So
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xx Contents Sixth:NewQuestionsandNe
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xxii Contents Part XIV Feminist Ped
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xxiv Contents Concordance of Theori
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Contributors Miriam Amit Department
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Contributors xxix Scott Makeig Swar
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Preface to Part I Jeremy Kilpatrick
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Preface to Part I 5 I concluded,
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8 B. Sriraman and L. English At the
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10 B. Sriraman and L. English devel
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12 B. Sriraman and L. English • I
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14 B. Sriraman and L. English and E
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16 B. Sriraman and L. English prove
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18 B. Sriraman and L. English that
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20 B. Sriraman and L. English found
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22 B. Sriraman and L. English creat
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24 B. Sriraman and L. English pract
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26 B. Sriraman and L. English to so
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28 B. Sriraman and L. English Bache
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30 B. Sriraman and L. English Kilpa
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32 B. Sriraman and L. English Skovs
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36 B. Sriraman and N. Haverhals cen
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38 B. Sriraman and N. Haverhals ref
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40 P. Ernest the content in subsequ
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42 P. Ernest concerns, let alone fo
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44 P. Ernest Public Social Location
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46 P. Ernest Radical constructivism
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66 L.D. English domains such as cog
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126 R. Lesh and B. Sriraman new use
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128 R. Lesh and B. Sriraman many sc
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130 R. Lesh and B. Sriraman (philos
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132 R. Lesh and B. Sriraman less gr
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134 R. Lesh and B. Sriraman Fig. 1
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138 R. Lesh and B. Sriraman spite o
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140 R. Lesh and B. Sriraman assumpt
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142 R. Lesh and B. Sriraman solving
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146 R. Lesh and B. Sriraman Coray,
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148 M. Amit One reason why mathemat
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160 D.N. Boote generative metaphors
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162 D.N. Boote of knowledge, the hi
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164 D.N. Boote This suggests anothe
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166 D.N. Boote closest to describin
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168 D.N. Boote Sandoval, W. A., & B
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172 S.J. Hegedus learning environme
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174 J. Pegg and D. Tall growth of k
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176 J. Pegg and D. Tall Local Cycle
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178 J. Pegg and D. Tall imaging of
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180 J. Pegg and D. Tall This cycle
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182 J. Pegg and D. Tall Table 3 Loc
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184 J. Pegg and D. Tall The questio
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186 J. Pegg and D. Tall sessment in
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188 J. Pegg and D. Tall Local cycle
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190 J. Pegg and D. Tall The second
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192 J. Pegg and D. Tall Pegg, J. (1
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194 B. Dahl time and the existence
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196 B. Dahl Pegg and Tall have show
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198 B. Dahl Table 3 Overview of the
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200 B. Dahl 2005, 2006b; Hansen 200
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202 B. Dahl Can we reconcile this d
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204 B. Dahl Unified Theory and Trut
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206 B. Dahl mathematics education?
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208 B. Dahl Marshall, I., & Zohar,
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212 S.J. Hegedus The authors then b
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214 L. Moreno-Armella and B. Sriram
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234 G.A. Goldin In connection with
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236 G.A. Goldin of particular mathe
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Problem Solving Heuristics, Affect,
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Preface to Part IX Jinfa Cai As the
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Problem Solving for the 21 st Centu
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298 A. Zollman Even though all nati
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300 A. Zollman vancing problem-solv
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Preface to Part X Layne Kalbfleisch
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Preface to Part X 307 Barth, H., La
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310 S.R. Campbell ignated as “the
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312 S.R. Campbell typically loath t
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314 S.R. Campbell Various manners i
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316 S.R. Campbell educational pract
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318 S.R. Campbell and so on, have t
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320 S.R. Campbell Fig. 1 Interdisci
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322 S.R. Campbell they can work jus
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324 S.R. Campbell however, while ce
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326 S.R. Campbell mentation (such a
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328 S.R. Campbell Campbell, S. R. (
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330 S.R. Campbell Lee, K. (2003). N
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342 L. Moreno-Armella complex consi
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344 G. Harel teaching, and learning
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346 G. Harel development spanning a
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348 G. Harel Offer two values for t
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350 G. Harel We are looking for pos
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352 G. Harel 2. We found that the a
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354 G. Harel stance on the nature o
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356 G. Harel As I engaged deeply in
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358 G. Harel Through such repeated
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360 G. Harel reasoning that reinfor
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362 G. Harel (Fragment 13). Still f
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364 G. Harel Fig. 9 Quantitative ap
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366 G. Harel References Anderson, J
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Appreciating Scientificity in Quali
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Preface to Part XIII Studying Goals
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Preface to Part XIII 399 Davis, R.
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402 G. Törner et al. analysis. In
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404 G. Törner et al. also focused
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406 G. Törner et al. structure of
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408 G. Törner et al. turn in the t
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410 G. Törner et al. some open tas
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412 G. Törner et al. This belief n
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414 G. Törner et al. Bundle (C): B
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416 G. Törner et al. instance char
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418 G. Törner et al. Ball, D. L. (
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420 G. Törner et al. Törner, G. (
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422 D. Tirosh and P. Tsamir The tea
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424 D. Tirosh and P. Tsamir that sh
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426 D. Tirosh and P. Tsamir our com
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Preface to Part XIV Feminist Pedago
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Preface to Part XIV 433 more import
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436 J.E. Jacobs of the school curri
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438 J.E. Jacobs Chart 1: Women’s
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440 J.E. Jacobs through induction w
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442 J.E. Jacobs ways of knowing. Th
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444 J.E. Jacobs impeccable reasonin
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446 J.E. Jacobs Hanson, K. (1992).
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448 G.C. Leder Different Faces of F
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450 G.C. Leder sources, Kaiser and
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452 G.C. Leder have witnessed vario
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454 G.C. Leder Klein, S. S. (Ed.) (
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456 S. Bulut et al. or class, resea
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458 S. Bulut et al. Table 2 Higher
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460 S. Bulut et al. Table 4 Studies
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462 S. Bulut et al. Table 8 Number
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464 S. Bulut et al. Conclusion Alth
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466 S. Bulut et al. Ubuz, B. (1999)
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468 G. Pálsdóttir and B. Sriraman
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Preface to Part XV Tommy Dreyfus As
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Preface to Part XV 481 one’s own
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484 A. Bikner-Ahsbahs and S. Predig
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508 F. Arzarello 3. Strategies for
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510 F. Arzarello Since mathematics
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512 F. Arzarello different lenses i
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516 S. Prediger and A. Bikner-Ahsba
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On Networking Strategies and Theori
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538 U. Gellert open towards the com
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540 U. Gellert Explicitness in Math
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542 U. Gellert no attempt of checki
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544 U. Gellert race to 20 is not ma
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546 U. Gellert It is quite clear fr
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548 U. Gellert classroom practice,
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550 U. Gellert Gravemeijer, K. (199
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552 U. Gellert It is interesting th
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554 U. Gellert research phenomenon
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556 T. Wedege on action—when work
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558 T. Wedege From Bricoleur to Ref
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Preface to Part XVII The Importance
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The Importance of Complex Systems i
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Complexity Theories and Theories of
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594 B. Sriraman of the eminent arti
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596 N. Sinclair collections of sign
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598 N. Sinclair Fig. 1 The frozen g
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600 N. Sinclair gesture. While it i
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602 N. Sinclair that the values of
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604 N. Sinclair students in France.
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606 N. Sinclair was responsible for
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608 N. Sinclair and elation felt by
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610 N. Sinclair in taking Walkerdin
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612 N. Sinclair Núñez, R. (2006).
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614 D. Pimm In this chapter, I will
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616 D. Pimm fact that the ancient E
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618 D. Pimm Mathematics tries to de
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622 B. Sriraman et al. mathematics
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624 B. Sriraman et al. politics is
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626 B. Sriraman et al. • a homoge
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628 B. Sriraman et al. and promotio
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630 B. Sriraman et al. “abstract
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632 B. Sriraman et al. carried out
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634 B. Sriraman et al. can then be
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636 B. Sriraman et al. References A
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638 B. Sriraman et al. Sriraman, B.
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640 K. Yasukawa This opens up the q
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642 K. Yasukawa treatments that the
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Author Index A Abelson, R., 413, 41
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Author Index 647 Bryant, P., 268, 2
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Author Index 649 Elliott, P., 279,
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Author Index 651 Henn, H.-W., 319,
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Author Index 653 Lenoir, T., 9, 30
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Author Index 655 Pappas, S., 281, 2
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Author Index 657 Sica, A., 164, 167
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Author Index 659 Watters, J. J., 27
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662 Subject Index 234, 316, 324, 33
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664 Subject Index 200, 203, 205-206
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666 Subject Index 299, 300, 341, 38
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668 Subject Index learning environm
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