| Record ID | harvard_bibliographic_metadata/ab.bib.09.20150123.full.mrc:376272944:985 |
| Source | Harvard University |
| Download Link | /show-records/harvard_bibliographic_metadata/ab.bib.09.20150123.full.mrc:376272944:985?format=raw |
LEADER: 00985pam a22002774a 4500
001 009371988-4
005 20060403103634.0
008 010817s2003 njua b 001 0 eng
010 $a 2001040919
020 $a080583821X (cloth : alk. paper)
020 $a0805838228 (pbk. : alk. paper)
035 0 $aocm47838444
040 $aDLC$cDLC$dDLC
042 $apcc
050 00 $aQA11.2$b.B49 2002
082 00 $a510/.71$221
245 00 $aBeyond constructivism :$bmodels and modeling perspectives on mathematics problem solving, learning, and teaching /$cedited by Richard Lesh, Helen M. Doerr.
260 $aMahwah, N.J. :$bLawrence Erlbaum Associates,$c2003.
300 $axii, 597 p. :$bill. ;$c24 cm.
504 $aIncludes bibliographical references (p. 557-582) and indexes.
650 0 $aMathematics$xStudy and teaching$xPsychological aspects.
650 0 $aConstructivism (Education)
700 1 $aLesh, Richard A.
700 1 $aDoerr, Helen M.
988 $a20040601
906 $0DLC