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Teaching linear functions in context with graphics calculators: Students' responses and the impact of the approach on their use of algebraic symbols

dc.contributor.authorBardini, C
dc.contributor.authorPierce, RU
dc.contributor.authorStacey, K
dc.date.available2014-05-21T21:28:51Z
dc.date.issued2004-09-01
dc.identifier.citationBardini, C., Pierce, R. U. & Stacey, K. (2004). Teaching linear functions in context with graphics calculators: Students' responses and the impact of the approach on their use of algebraic symbols. International Journal of Science and Mathematics Education, 2 (3), pp.353-376. https://doi.org/10.1007/s10763-004-8075-3.
dc.identifier.issn1571-0068
dc.identifier.urihttp://hdl.handle.net/11343/28366
dc.descriptionC1 - Refereed Journal Article
dc.languageen
dc.publisherSpringer Science and Business Media LLC
dc.subjectCurriculum and Pedagogy
dc.titleTeaching linear functions in context with graphics calculators: Students' responses and the impact of the approach on their use of algebraic symbols
dc.typeJournal Article
dc.identifier.doi10.1007/s10763-004-8075-3
melbourne.peerreviewPeer Reviewed
melbourne.affiliationThe University of Melbourne
melbourne.affiliation.departmentMelbourne Graduate School of Education
melbourne.source.titleInternational Journal of Science and Mathematics Education
melbourne.source.volume2
melbourne.source.issue3
melbourne.source.pages353-376
melbourne.publicationid37155
melbourne.elementsid268809
melbourne.contributor.authorPierce, Robyn
melbourne.contributor.authorStacey, Kaye
melbourne.internal.ingestnoteAbstract bulk upload (2017-07-20)
dc.identifier.eissn1573-1774
melbourne.accessrightsThis item is currently not available from this repository


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