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How is it that learning mathematics in the early years can become so difficult? A post-structuralist analysis. (English)
Contemp. Issues Early Child. 8, No. 4, 313-319 (2007).
Classification: D22 D12 C32 D32
1
What counts in research? A survey of early years’ Mathematical Research, 2000-2005. (English)
Contemp. Issues Early Child. 8, No. 4, 301-312 (2007).
Classification: D11 D12 A51 A52
2
‘Concrete’ manipulatives, concrete ideas. (English)
Contemp. Issues Early Child. 1, No. 1, 45-60 (1999).
Classification: U60 D40 D30
3
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