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|a HCDD
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0 |
4 |
|a The role of communication in learning to model /
|c edited by Paul Brna [and others].
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|a Mahwah, N.J. :
|b L. Erlbaum Associates,
|c 2002.
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| 300 |
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|a 1 online resource (xiv, 337 pages) :
|b illustrations
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|a Includes bibliographical references and indexes.
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|a In this volume, a number of experts from various disciplines take a look at three strands in learning to model. They examine the activity of modelling from disparate theoretical standpoints, taking into account the individual situation of the individuals involved.
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|a Book Cover; Title; Copyright; Contents; List of Contributors; Preface; Acknowledgments; I: Coordinating Representations; Chapter 1: Coordinating Mathematical With Biological Multiplication: Conceptual Learning as the Development of Heterogeneous Reasoning Systems; Chapter 2: Modeling in Teaching and Learning Elementary Physics; Chapter 3: Conceptualizing and Constructing Linked Models: Creating Coherence in Complex Knowledge Systems; II: Provoking More Effective Modeling; Chapter 4: Construction and Abstraction: Contrasting Methods of Supporting Model Building in Learning Science.
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|a Communication in education.
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|a Brna, Paul.
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|i has work:
|a The role of communication in learning to model (Text)
|1 https://id.oclc.org/worldcat/entity/E39PCG4PKrvRmk7YXjH9tWXvtq
|4 https://id.oclc.org/worldcat/ontology/hasWork
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|i Print version:
|t Role of communication in learning to model.
|d Mahwah, N.J. : L. Erlbaum Associates, 2002
|z 0805840648
|w (DLC) 2001053242
|w (OCoLC)47927767
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|u https://ebookcentral.proquest.com/lib/holycrosscollege-ebooks/detail.action?docID=237092
|y Click for online access
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