Commentary on Theories of Mathematics Education

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<strong>Commentary</strong> on Symbols and Mediation in Mathematics Education 237 References Davis, R. B. (1984). Learning Mathematics: The Cognitive Science Approach to Mathematics Education. Norwood, NJ: Ablex. DeBellis, V. A., & Goldin, G. A. (2006). Affect and meta-affect in mathematical problem solving: A representational perspective. Educational Studies in Mathematics, 63, 131–147. Goldin, G. A. (1998). Representational systems, learning, and problem solving in mathematics. Journal of Mathematical Behavior, 17(2), 137–165. Goldin, G. A., & Kaput, J. J. (1996). A joint perspective on the idea of representation in learning and doing mathematics. In L. Steffe, P. Nesher, P. Cobb, G. A. Goldin, & B. Greer (Eds.), Theories of Mathematical Learning (pp. 397–430). Hillsdale, NJ: Erlbaum. Leder, G., Pehkonen, E., & Törner, G. (Eds.) (2002). Beliefs: A Hidden Variable in Mathematics Education? Dordrecht, The Netherlands: Kluwer. Lesh, R., & Doerr, H. (Eds.) (2003). Beyond Constructivism: Models and Modeling Perspectives on Mathematics Problem Solving, Learning, and Teaching. Mahwah, NJ: Erlbaum. Moreno, L. A., & Sriraman, B. (2005). The articulation of symbol and mediation in mathematics education. Zentralblatt für Didaktik der Mathematik (International Reviews on Mathematical Education), 37(6), 476–486, revised version included in the present volume. Peirce, C. S. (1998). The Essential Peirce: Selected Philosophical Writings, Vol. 2 (1893–1913). The Peirce Edition Project. Bloomington, Indiana: Indiana University 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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68 F.K. Lester Jr. need for a journ
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70 F.K. Lester Jr. • the way the
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72 F.K. Lester Jr. over, the academ
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74 F.K. Lester Jr. The development
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76 F.K. Lester Jr. Table 1 Sources
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78 F.K. Lester Jr. basis of the sam
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80 F.K. Lester Jr. teachers in the
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82 F.K. Lester Jr. Fig. 1 Stokes’
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84 F.K. Lester Jr. Cobb, P. (2007).
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Preface to Part IV Theories as Lens
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Theories of Mathematics Education:
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112 E. Jablonka and C. Bergsten new
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114 E. Jablonka and C. Bergsten The
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116 E. Jablonka and C. Bergsten edu
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Preface to Part V The Increasing Im
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Re-conceptualizing Mathematics Educ
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152 C. Michelsen aim: reducing unce
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154 C. Michelsen mathematics educat
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156 C. Michelsen to the current sit
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Preface to Part VI The Fundamental
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The Fundamental Cycle of Concept Co
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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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