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Title: The nature of the folding back phenomenon within the Pirie-Kieren theory for the growth of mathematical understanding and the associated implications for teachers and learners of mathematics.
Author: Martin, Lyndon C.
ISNI:       0000 0001 3620 1064
Awarding Body: University of Oxford
Current Institution: University of Oxford
Date of Award: 1999
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No abstract available
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available
Keywords: Teacher intervention; Peer; Mathematics