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dc.contributor.authorLarkin, Kevin
dc.date.accessioned2018-09-06T00:58:38Z
dc.date.available2018-09-06T00:58:38Z
dc.date.issued2016
dc.identifier.issn1326-0286
dc.identifier.urihttp://hdl.handle.net/10072/100862
dc.description.abstractKevin Larkin suggests a framework for teachers to use in their selection and use of concrete and virtual materials, to support student learning at different experiential stages.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherAustralian Association of Mathematics Teachers
dc.publisher.urihttps://search.informit.com.au/documentSummary;dn=993048333155839;res=IELHSS
dc.relation.ispartofpagefrom12
dc.relation.ispartofpageto17
dc.relation.ispartofissue1
dc.relation.ispartofjournalAustralian Primary Mathematics Classroom (APMC)
dc.relation.ispartofvolume21
dc.subject.fieldofresearchMathematics and Numeracy Curriculum and Pedagogy
dc.subject.fieldofresearchMathematical Sciences
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchcode130208
dc.subject.fieldofresearchcode01
dc.subject.fieldofresearchcode13
dc.titleMathematics Education and manipulatives - Which, when, how
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionVersion of Record (VoR)
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© 2016 Australian Association of Mathematics Teachers Inc.. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
gro.hasfulltextFull Text
gro.griffith.authorLarkin, Kevin M.


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