Do teachers’ conflicting testimonies influence children’s decisions about unconventional rules of counting?

  1. Enesco, I.
  2. Rodríguez, P.
  3. Lago, M.O.
  4. Dopico, C.
  5. Escudero, A.
Revue:
European Journal of Psychology of Education

ISSN: 1878-5174,  0256-2928

Année de publication: 2017

Volumen: 32

Número: 3

Pages: 483-500

Type: Article

DOI: 10.1007/S10212-016-0319-4 GOOGLE SCHOLAR
La source de données: Scopus