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The Long-term effects of an incremental development model of instruction upon student achievement and student attitude toward mathematics /

Thesis (Ed.D.)--University of Tulsa, 1992. / Bibliography: leaves 82-88.

Identiferoai:union.ndltd.org:OCLC/oai:xtcat.oclc.org:OCLCNo/226992963
Date January 1992
CreatorsLawrence, Lisa Knopp.
Source SetsOCLC
LanguageEnglish
Detected LanguageEnglish
SourceAccess abstract and link to full text.

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