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- [[File:1977 NCTM Yearbook.jpg|300px|thumb|right|Cover of the 1977 NCTM yearbook]] ''Organizing for Mathematics Instruction'' was published in 1977 by the [[National Council of Teachers of Mathematics]] as their [[NCTM Year ...4 KB (492 words) - 21:51, 5 July 2021
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- [[File:1977 NCTM Yearbook.jpg|300px|thumb|right|Cover of the 1977 NCTM yearbook]] ''Organizing for Mathematics Instruction'' was published in 1977 by the [[National Council of Teachers of Mathematics]] as their [[NCTM Year ...4 KB (492 words) - 21:51, 5 July 2021
- ...Instruction (1977 NCTM Yearbook)|Organizing for Mathematics Instruction]] (1977) ...9 KB (1,044 words) - 16:02, 26 June 2021
- # [[Fennema & Sherman (1977)|Sex-Related Differences in Mathematics Achievement, Spatial Visualization ...3 KB (394 words) - 21:01, 17 May 2015
- Fennema, E. & Sherman, J. A. (1977). Sexual stereotyping and mathematics learning. ''[[The Arithmetic Teacher] Fennema, E. & Sherman, J. (1977). Sex-related differences in mathematics achievement, spatial visualization ...15 KB (1,998 words) - 23:47, 26 June 2021
- ...e tool) build on a well-established body of learning theory ({{Cite|Gibson|1977}}; {{Cite|Hutchins|1996}}; Norman [[Norman, (1988)|1988]], [[Norman (1991)| ...be attributed to the functional properties of the artifact ({{Cite|Gibson|1977}}) or perceptual cues that suggest how they might be used ({{Cite|Norman|19 ...17 KB (2,325 words) - 15:12, 17 August 2014
- ...ponsibility for exploratory activities to classroom aides. When [[Komoski (1977)]] found differences between curriculum guides and the enacted curriculum, ...14 KB (1,879 words) - 03:52, 11 May 2014