Difference between revisions of "Lehrer & Schauble (2002)"
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imported>Raymond Johnson (Created page with "'''Lehrer & Schauble (2002)''' may refer to: * Lehrer, R., & Schauble, L. (Eds.). (2002). ''Lehrer & Schauble (2002) investigating|Inv...") |
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* [[Richard Lehrer|Lehrer, R.]], & [[Leona Schauble|Schauble, L.]] (2002). [[Lehrer & Schauble (2002) symbolic|Symbolic communication in mathematics and science: Co-constituting inscription and thought]]. In [[Eric Amsel|E. Amsel]] & [[James Byrnes|J. Byrnes]] (Eds.), ''[[Language, literacy, and cognitive development: The development and consequences of symbolic communication]]'' (pp. 167–192). Mahwah, NJ: Lawrence Erlbaum Associates. | * [[Richard Lehrer|Lehrer, R.]], & [[Leona Schauble|Schauble, L.]] (2002). [[Lehrer & Schauble (2002) symbolic|Symbolic communication in mathematics and science: Co-constituting inscription and thought]]. In [[Eric Amsel|E. Amsel]] & [[James Byrnes|J. Byrnes]] (Eds.), ''[[Language, literacy, and cognitive development: The development and consequences of symbolic communication]]'' (pp. 167–192). Mahwah, NJ: Lawrence Erlbaum Associates. | ||
[[Category:Disambiguation | [[Category:Disambiguation pages]] |
Latest revision as of 02:55, 14 November 2013
Lehrer & Schauble (2002) may refer to:
- Lehrer, R., & Schauble, L. (Eds.). (2002). Investigating real data in the classroom: Expanding children's understanding of math and science. New York, NY: Teachers College Press.
- Lehrer, R., & Schauble, L. (2002). Symbolic communication in mathematics and science: Co-constituting inscription and thought. In E. Amsel & J. Byrnes (Eds.), Language, literacy, and cognitive development: The development and consequences of symbolic communication (pp. 167–192). Mahwah, NJ: Lawrence Erlbaum Associates.