Bridging the Achievement Gap in Mathematics: Socioculturel Historic Theory and Dynamic Cognitive Assessment

Autor:	Albert, Lillie R.
Zdroj:	Journal of Thought, 2002 Dec 01. 37(4), 65-81.
Databáze:	JSTOR Journals
Externí odkaz:	https://www.jstor.org/stable/42589721 Zobrazit plný text záznamu