Commentary on Theories of Mathematics Education

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460 S. Bulut et al. Table 4 Studies conducted in Turkey related to gender and mathematics achievement Authors Date Subject/Grades Topics Findings on Gender Bulut 1994 8th grade Probability Mean difference in achievement infavorofgirls. Ubuz 1999 10 th and 11 th grades Geometry Generally girls are more successful than boys. Karaman 2000 6th grade Geometry No mean difference in plane geometry achievement. Duatepe 2006 Pre-service elementary school teachers Geometry Mean difference in achievement infavorofboys. Açıkba¸s 2002 Middle School Mathematics No mean difference in achievement. Bulut, Yetkin & Kazak 2002 Senior pre-service secondary education mathematics teachers Probability Mean difference in achievement infavorofboys. Duru 2002 9th grade Mathematics No mean difference in achievement. ˙Israel 2003 8th grade Mathematics No difference in problem solving performance. Boz 2004 9th Grade Estimation No mean difference in estimation ability. Erba¸s 2005 8th and 9th Mathematics No relationship between grade mathematics achievement and gender. No relationship between algebra achievement and gender. Sava¸s & Duru 2005 9th grade Mathematics No mean difference in achievement. Alkan & Bukova Güzel 2005 Pre-service mathematics teachers Mathematics No mean difference in mathematical thinking. Açıkgöz 2006 8th grade Mathematics No mean difference in achievement. I¸siksal & Çakiro˘glu Ubuz, Üstün, & Erba¸s 2008 8 th grade Mathematics Mean difference in achievement in favor boys. But no practical significance. 2009 7th grade Geometry No mean difference in pre and post achievement tests. Girls retained their knowledge better than boys. Note: All mean differences and relationships are statistically tested
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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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Commentary on On t
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Commentary on On t
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Commentary on On t
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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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Commentary 3 on Re
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Commentary 3 on Re
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Preface to Part VI The Fundamental
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The Fundamental Cycle of Concept Co
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Commentary on The
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Preface to Part VII Symbols and Med
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Symbols and Mediation in Mathematic
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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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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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370 B. Sriraman et al. (5) what mot
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372 B. Sriraman et al. teaching and
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374 B. Sriraman et al. the connecti
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376 B. Sriraman et al. All three of
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378 B. Sriraman et al. Duval, R. (2
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382 S.J. Hegedus a deeper understan
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384 S.J. Hegedus philosophical mode
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386 S.J. Hegedus In such a dilemma,
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388 S.J. Hegedus The Basis of Truth
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390 S.J. Hegedus should be intimate
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392 S.J. Hegedus Fig. 1 The spiral
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394 S.J. Hegedus Sriraman, B., & Be
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398 G.A. Goldin 1984; Goldin and Ja
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Understanding a Teacher’s Actions
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Commentary on Unde
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Commentary on Unde
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Commentary on Unde
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432 G. Kaiser not describe a histor
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490 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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