Commentary on Theories of Mathematics Education

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Preface to Part XIII 399 Davis, R. B. (1984). Learning Mathematics: The Cognitive Science Approach to Mathematics Education. Nonvood, NJ: Ablex. Goldin, G. A., & Janvier, C. (Eds.) (1998). Representations and the Psychology of Mathematics Education, Parts I and II. Special Issues, Journal of Mathematical Behavior 17 (1) and (2). Hitt, F. (Ed.) (2002). Representations and Mathematics Visualization. México: Departamento de Matematica Educativa del Cinvestav-IPN. Leder, G., Pehkonen, E., & Törner, G. (Eds.) (2002). Beliefs: A Hidden Variable in Mathematics Education? Dordrecht: Kluwer. Schoenfeld, A. (1985). Mathematical Problem Solving. New York: Academic Press. Schoenfeld, A. (1994). Mathematical Thinking and Problem Solving. New York: Lawrence Erlbaum Publisher. Seeger, F., Voight, J., & Waschescio, U. (Eds.) (1998). The Culture of the Mathematics Classroom. London: Cambridge 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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Commentary 1 on Re
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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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Commentary on On t
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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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Commentary 1 on Re
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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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Preface to Part VII Symbols and Med
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Symbols and Mediation in Mathematic
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Commentary on Symb
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242 G.A. Goldin It is certainly an
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244 G.A. Goldin conventional “mat
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246 G.A. Goldin lead to success. In
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248 G.A. Goldin where generalizing
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250 G.A. Goldin Gardiner, A. D. (19
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252 J. Cai For example, Lesh and Za
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254 J. Cai though problems in discr
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256 J. Cai Empirically, there are i
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258 J. Cai Törner, G., Schoenfeld,
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262 J. Cai curricular programs. In
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264 L. English and B. Sriraman stra
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266 L. English and B. Sriraman solv
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268 L. English and B. Sriraman acro
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270 L. English and B. Sriraman •
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272 L. English and B. Sriraman With
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274 L. English and B. Sriraman info
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276 L. English and B. Sriraman Cycl
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278 L. English and B. Sriraman 4
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280 L. English and B. Sriraman Aust
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282 L. English and B. Sriraman such
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284 L. English and B. Sriraman Appe
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286 L. English and B. Sriraman Refe
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288 L. English and B. Sriraman Lehr
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290 L. English and B. Sriraman Van
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292 P. Grootenboer as such the ‘u
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294 P. Grootenboer Future Direction
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Commentary 2 on Pr
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Commentary 2 on Pr
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Commentary 2 on Pr
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306 L. Kalbfleisch process also bea
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Embodied Minds and Dancing Brains:
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334 S. Makeig This conclusion from
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336 S. Makeig community through ope
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Preface to Part XI DNR-Based Instru
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DNR-Based Instruction in Mathematic
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Page 738: 382 S.J. Hegedus a deeper understan
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Page 746: 386 S.J. Hegedus In such a dilemma,
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Page 758: 392 S.J. Hegedus Fig. 1 The spiral
Page 762: 394 S.J. Hegedus Sriraman, B., & Be
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Page 772: 402 G. Törner et al. analysis. In
Page 776: 404 G. Törner et al. also focused
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Page 784: 408 G. Törner et al. turn in the t
Page 788: 410 G. Törner et al. some open tas
Page 792: 412 G. Törner et al. This belief n
Page 796: 414 G. Törner et al. Bundle (C): B
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Page 804: 418 G. Törner et al. Ball, D. L. (
Page 808: 420 G. Törner et al. Törner, G. (
Page 812: 422 D. Tirosh and P. Tsamir The tea
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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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