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Home > Discourse Analytic Perspectives on STEM Education: Exploring Interaction and Learning in the Multilingual Classroom > Reading Graphs of Motion: How Multiple Textual Resources Mediate Student Interpretations of Horizontal Segments

Discourse Analytic Perspectives on STEM Education: Exploring Interaction and Learning in the Multilingual Classroom |
Springer International Publishing
Discourse Analytic Perspectives on STEM Education: Exploring Interaction and Learning in the Multilingual Classroom

Reading Graphs of Motion: How Multiple Textual Resources Mediate Student Interpretations of Horizontal Segments
Authors

ARI Id

1664822632358_3661816

Access

Not Available Free

Pages

31-51

DOI

10.1007/978-3-319-55116-6_3

Chapter URL

https://rd.springer.com/chapter/10.1007/978-3-319-55116-6_3

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