A Kindergarten Number-Sense Intervention With Contrasting Practice Conditions for Low-Achieving Children.

Dyson N, Jordan NC, Beliakoff A, Hassinger-Das B

DOI: 10.5951/jresematheduc.46.3.0331
Published: 2015 May
Container: Journal for research in mathematics education
Publisher: Not recorded
Open access: yes

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Cite this work

BibTeX

@article{allodium:10.5951/jresematheduc.46.3.0331,
  title = {A Kindergarten Number-Sense Intervention With Contrasting Practice Conditions for Low-Achieving Children.},
  author = {Dyson N and Jordan NC and Beliakoff A and Hassinger-Das B},
  year = {2015},
  journal = {Journal for research in mathematics education},
  doi = {10.5951/jresematheduc.46.3.0331},
  url = {https://doi.org/10.5951/jresematheduc.46.3.0331}
}

RIS

TY  - JOUR
TI  - A Kindergarten Number-Sense Intervention With Contrasting Practice Conditions for Low-Achieving Children.
AU  - Dyson N
AU  - Jordan NC
AU  - Beliakoff A
AU  - Hassinger-Das B
PY  - 2015
JO  - Journal for research in mathematics education
DO  - 10.5951/jresematheduc.46.3.0331
UR  - https://doi.org/10.5951/jresematheduc.46.3.0331
ER  -

APA

N, D., NC, J., A, B., & B, H. (2015). A Kindergarten Number-Sense Intervention With Contrasting Practice Conditions for Low-Achieving Children.. Journal for research in mathematics education. https://doi.org/10.5951/jresematheduc.46.3.0331

Source records

pubmed · retrieved 2026-09-26T10:30:58.713Z