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Teaching Elementary School Mathematics by Klaas Kramer

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1ERIC ED572592: Symmetrical Measuring: An Approach To Teaching Elementary School Mathematics Informed By Yup'ik Elders

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What would the curriculum look like if it were developed from the perspective of measuring? Without formal tools, the Yup'ik Eskimos of Alaska used their body as a measuring device and employed ratios extensively in their daily practices. "Math in a Cultural Context" is developing curriculum materials based on Yup'ik Elders use of mathematics. This paper describes a hypothesised learning/teaching sequence that is grounded in real life experience and linked to the mathematics in the classroom. Activities that were trialled in classrooms at a K-12 school in interior Alaska are also reported.

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  • Title: ➤  ERIC ED572592: Symmetrical Measuring: An Approach To Teaching Elementary School Mathematics Informed By Yup'ik Elders
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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 13.53 Mbs, the file-s for this book were downloaded 63 times, the file-s went public at Mon Jul 03 2017.

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2ERIC EJ1107094: Improving Elementary Mathematics And Science Teaching And Learning: Lessons From A School-University Partnership

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The challenges of teaching elementary mathematics and science, particularly in urban settings, have been well documented. While evidence exists that sustained professional development in mathematics and science can promote inquiry-oriented instruction and bolster student achievement, little has been written about the particular challenges associated with offering differentiated professional development through school-university partnerships. This paper examines the impact on student achievement and teacher practice when university teacher educators launched a 3-year science and mathematics professional development initiative in grades 3-5 at one of the university's elementary partner school campuses. Our intention was to create a ''constructivist'' professional learning initiative where the facilitator-researchers were responsive to teachers' ongoing needs and daily teaching challenges. After sharing results, we identify factors that may affect the ultimate success or failure of such initiatives in order to better understand how highly contextualized and differentiated professional development can be structured and sustained.

“ERIC EJ1107094: Improving Elementary Mathematics And Science Teaching And Learning: Lessons From A School-University Partnership” Metadata:

  • Title: ➤  ERIC EJ1107094: Improving Elementary Mathematics And Science Teaching And Learning: Lessons From A School-University Partnership
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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 22.23 Mbs, the file-s for this book were downloaded 63 times, the file-s went public at Sun Oct 07 2018.

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3Teaching Mathematics In The Elementary School

The challenges of teaching elementary mathematics and science, particularly in urban settings, have been well documented. While evidence exists that sustained professional development in mathematics and science can promote inquiry-oriented instruction and bolster student achievement, little has been written about the particular challenges associated with offering differentiated professional development through school-university partnerships. This paper examines the impact on student achievement and teacher practice when university teacher educators launched a 3-year science and mathematics professional development initiative in grades 3-5 at one of the university's elementary partner school campuses. Our intention was to create a ''constructivist'' professional learning initiative where the facilitator-researchers were responsive to teachers' ongoing needs and daily teaching challenges. After sharing results, we identify factors that may affect the ultimate success or failure of such initiatives in order to better understand how highly contextualized and differentiated professional development can be structured and sustained.

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  • Title: ➤  Teaching Mathematics In The Elementary School
  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 729.75 Mbs, the file-s for this book were downloaded 10 times, the file-s went public at Tue Nov 03 2020.

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4Teaching Contemporary Mathematics In The Elementary School

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xvi, 309 p. 22 cm

“Teaching Contemporary Mathematics In The Elementary School” Metadata:

  • Title: ➤  Teaching Contemporary Mathematics In The Elementary School
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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 476.56 Mbs, the file-s for this book were downloaded 58 times, the file-s went public at Wed Oct 19 2011.

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5Teaching Elementary School Mathematics : A Problem-solving Approach

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xvi, 309 p. 22 cm

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  • Title: ➤  Teaching Elementary School Mathematics : A Problem-solving Approach
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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 994.90 Mbs, the file-s for this book were downloaded 23 times, the file-s went public at Tue Aug 09 2022.

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6Teaching Elementary School Mathematics

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xvi, 309 p. 22 cm

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  • Title: ➤  Teaching Elementary School Mathematics
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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 915.46 Mbs, the file-s for this book were downloaded 61 times, the file-s went public at Sat Mar 14 2020.

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7Teaching Mathematics In The Elementary School. What's Needed? What's Happening?

xvi, 309 p. 22 cm

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  • Title: ➤  Teaching Mathematics In The Elementary School. What's Needed? What's Happening?
  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 264.83 Mbs, the file-s for this book were downloaded 46 times, the file-s went public at Wed Feb 05 2020.

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8Teaching Elementary School Mathematics

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xvi, 309 p. 22 cm

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  • Title: ➤  Teaching Elementary School Mathematics
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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 1085.43 Mbs, the file-s for this book were downloaded 17 times, the file-s went public at Tue Sep 06 2022.

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9Teaching Mathematics In Elementary And Middle School : Developing Mathematical Thinking

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xvi, 309 p. 22 cm

“Teaching Mathematics In Elementary And Middle School : Developing Mathematical Thinking” Metadata:

  • Title: ➤  Teaching Mathematics In Elementary And Middle School : Developing Mathematical Thinking
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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 1363.72 Mbs, the file-s for this book were downloaded 45 times, the file-s went public at Sat May 14 2022.

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10Field Experience Guide : Resources For Teachers Of Elementary And Middle School Mathematics : For Elementary And Middle School Mathematics : Teaching Developmentally

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xvi, 309 p. 22 cm

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  • Title: ➤  Field Experience Guide : Resources For Teachers Of Elementary And Middle School Mathematics : For Elementary And Middle School Mathematics : Teaching Developmentally
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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 505.85 Mbs, the file-s for this book were downloaded 105 times, the file-s went public at Tue May 17 2022.

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11Multiple Methods Of Teaching Mathematics In The Elementary School

xvi, 309 p. 22 cm

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  • Title: ➤  Multiple Methods Of Teaching Mathematics In The Elementary School
  • Language: English

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12Teaching Elementary School Mathematics

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xvi, 309 p. 22 cm

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  • Title: ➤  Teaching Elementary School Mathematics
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  • Language: English

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13Teaching And Learning Elementary And Middle School Mathematics

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xvi, 309 p. 22 cm

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  • Title: ➤  Teaching And Learning Elementary And Middle School Mathematics
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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 1385.74 Mbs, the file-s for this book were downloaded 42 times, the file-s went public at Mon Mar 16 2020.

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14Teaching And Learning Mathematics : Translating Research For Elementary School Teachers

xvi, 309 p. 22 cm

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  • Title: ➤  Teaching And Learning Mathematics : Translating Research For Elementary School Teachers
  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 200.05 Mbs, the file-s for this book were downloaded 22 times, the file-s went public at Tue Sep 12 2023.

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15Teaching And Learning Elementary And Middle School Mathematics

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xvi, 309 p. 22 cm

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The book is available for download in "texts" format, the size of the file-s is: 795.52 Mbs, the file-s for this book were downloaded 82 times, the file-s went public at Tue May 25 2010.

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16Teaching Elementary School Mathematics : An Active Learning Approach

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xvi, 309 p. 22 cm

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  • Title: ➤  Teaching Elementary School Mathematics : An Active Learning Approach
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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 858.61 Mbs, the file-s for this book were downloaded 22 times, the file-s went public at Sat Nov 09 2019.

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17Teaching Elementary School Mathematics

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xvi, 309 p. 22 cm

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  • Language: English

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18The Teaching Of Mathematics In The Elementary And The Secondary School

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xvi, 309 p. 22 cm

“The Teaching Of Mathematics In The Elementary And The Secondary School” Metadata:

  • Title: ➤  The Teaching Of Mathematics In The Elementary And The Secondary School
  • Author: ➤  
  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 622.81 Mbs, the file-s for this book were downloaded 3119 times, the file-s went public at Wed Sep 17 2008.

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19ERIC ED325365: Bridging The Gap Between Theory And Practice In The Teaching Of Elementary School Mathematics.

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This paper examines the use of video-based contexts in a mathematics methods course for preservice elementary teachers. The effect of using video examples and analyses in methods courses and associated practicums on preservice teachers' field performance, preservice teachers' pedagogical content knowledge, and preservice teachers' decisions about mathematics content and teaching strategies were investigated. Included are characteristics of the subjects, procedures, discussion, and conclusions. Appended are a description of uses of video materials in mathematics education and a list of video materials. (KR)

“ERIC ED325365: Bridging The Gap Between Theory And Practice In The Teaching Of Elementary School Mathematics.” Metadata:

  • Title: ➤  ERIC ED325365: Bridging The Gap Between Theory And Practice In The Teaching Of Elementary School Mathematics.
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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 10.62 Mbs, the file-s for this book were downloaded 106 times, the file-s went public at Thu Nov 20 2014.

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20ERIC ED341546: Profiles Of Practice: Elementary School Teachers' Views Of Their Mathematics Teaching. Elementary Subjects Center Series, No. 39.

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Calls for elementary teachers to reform their classroom practice in mathematics are coming from all sides. They are being asked to shift their teaching from an approach based on "transmission of knowledge" to student-centered practice. In order to assess elementary teachers' current goals and activities in teaching mathematics, a survey of 493 teachers in California, Florida, and Michigan was conducted. Six schools recognized as particularly effective in helping students develop conceptual understanding were selected from one large urban district and one moderate-sized district in each state. Cluster analysis of survey responses to a six-page questionnaire yielded five clusters of teachers: (1) primary teachers who had students use manipulatives extensively (N=14); (2) teachers, most of whom used "Math Their Way", who had students use manipulatives and discuss problem solving extensively (N=20); (3) modal teachers whose profile reflected a softened version of drill-and-practice teachers (N=353); (4) drill-and-practice teachers (N=10); and (5) teachers in a cluster with three expert teachers, whose profile represented a more moderate version of the manipulative using and problem solving-oriented teachers (N=56). Profiles including demographic information and grade levels taught of each cluster are reported. The sheer numbers of teachers falling into the modal cluster may discourage mathematics education reformers, but if this picture is viewed as a brief picture on a changing scene and reformers focus on the profiles and portraits of teachers in the expert cluster, they can take heart that practice can be changed. (MDH)

“ERIC ED341546: Profiles Of Practice: Elementary School Teachers' Views Of Their Mathematics Teaching. Elementary Subjects Center Series, No. 39.” Metadata:

  • Title: ➤  ERIC ED341546: Profiles Of Practice: Elementary School Teachers' Views Of Their Mathematics Teaching. Elementary Subjects Center Series, No. 39.
  • Author:
  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 34.24 Mbs, the file-s for this book were downloaded 112 times, the file-s went public at Mon Nov 03 2014.

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21Elementary And Middle School Mathematics : Teaching Developmentally

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Calls for elementary teachers to reform their classroom practice in mathematics are coming from all sides. They are being asked to shift their teaching from an approach based on "transmission of knowledge" to student-centered practice. In order to assess elementary teachers' current goals and activities in teaching mathematics, a survey of 493 teachers in California, Florida, and Michigan was conducted. Six schools recognized as particularly effective in helping students develop conceptual understanding were selected from one large urban district and one moderate-sized district in each state. Cluster analysis of survey responses to a six-page questionnaire yielded five clusters of teachers: (1) primary teachers who had students use manipulatives extensively (N=14); (2) teachers, most of whom used "Math Their Way", who had students use manipulatives and discuss problem solving extensively (N=20); (3) modal teachers whose profile reflected a softened version of drill-and-practice teachers (N=353); (4) drill-and-practice teachers (N=10); and (5) teachers in a cluster with three expert teachers, whose profile represented a more moderate version of the manipulative using and problem solving-oriented teachers (N=56). Profiles including demographic information and grade levels taught of each cluster are reported. The sheer numbers of teachers falling into the modal cluster may discourage mathematics education reformers, but if this picture is viewed as a brief picture on a changing scene and reformers focus on the profiles and portraits of teachers in the expert cluster, they can take heart that practice can be changed. (MDH)

“Elementary And Middle School Mathematics : Teaching Developmentally” Metadata:

  • Title: ➤  Elementary And Middle School Mathematics : Teaching Developmentally
  • Author:
  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 576.12 Mbs, the file-s for this book were downloaded 154 times, the file-s went public at Wed Jun 16 2021.

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22Multiple Methods Of Teaching Mathematics In The Elementary School

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Calls for elementary teachers to reform their classroom practice in mathematics are coming from all sides. They are being asked to shift their teaching from an approach based on "transmission of knowledge" to student-centered practice. In order to assess elementary teachers' current goals and activities in teaching mathematics, a survey of 493 teachers in California, Florida, and Michigan was conducted. Six schools recognized as particularly effective in helping students develop conceptual understanding were selected from one large urban district and one moderate-sized district in each state. Cluster analysis of survey responses to a six-page questionnaire yielded five clusters of teachers: (1) primary teachers who had students use manipulatives extensively (N=14); (2) teachers, most of whom used "Math Their Way", who had students use manipulatives and discuss problem solving extensively (N=20); (3) modal teachers whose profile reflected a softened version of drill-and-practice teachers (N=353); (4) drill-and-practice teachers (N=10); and (5) teachers in a cluster with three expert teachers, whose profile represented a more moderate version of the manipulative using and problem solving-oriented teachers (N=56). Profiles including demographic information and grade levels taught of each cluster are reported. The sheer numbers of teachers falling into the modal cluster may discourage mathematics education reformers, but if this picture is viewed as a brief picture on a changing scene and reformers focus on the profiles and portraits of teachers in the expert cluster, they can take heart that practice can be changed. (MDH)

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23ERIC ED529621: Clarity In Mathematics Instruction: The Impact Of Teaching Number Sense And Place Value Skills On Elementary School Students

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There is a concern among educators in schools with high levels of poverty that students are lacking certain academic strategies, especially in mathematics. These students struggle to explore data systematically and procedurally. The purpose of this pre-posttest design study is to intentionally teach number sense skills in order to increase mathematic comprehension. Most of the students at this school struggle with mathematics concepts-specifically number sense related to place value. As a result, the treatment given will be repeated practice with place value and other work with number sense. The treatment was implemented in a fifth grade classroom containing 26 students. Findings indicated gains from pre- to post-test. The implications for practice will be discussed. The following are appended: (1) Think Link Sheet; (2) 100/300 Chart; (3) Place Value Game; and (4) Classroom Visit Rubric. (Contains 1 figure and 1 table.) [This classroom action research project was supported by the Gheens Institute for Innovation and Spalding University.]

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24Teaching Elementary School Mathematics For Understanding

There is a concern among educators in schools with high levels of poverty that students are lacking certain academic strategies, especially in mathematics. These students struggle to explore data systematically and procedurally. The purpose of this pre-posttest design study is to intentionally teach number sense skills in order to increase mathematic comprehension. Most of the students at this school struggle with mathematics concepts-specifically number sense related to place value. As a result, the treatment given will be repeated practice with place value and other work with number sense. The treatment was implemented in a fifth grade classroom containing 26 students. Findings indicated gains from pre- to post-test. The implications for practice will be discussed. The following are appended: (1) Think Link Sheet; (2) 100/300 Chart; (3) Place Value Game; and (4) Classroom Visit Rubric. (Contains 1 figure and 1 table.) [This classroom action research project was supported by the Gheens Institute for Innovation and Spalding University.]

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25Teaching Contemporary Mathematics In The Elementary School

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There is a concern among educators in schools with high levels of poverty that students are lacking certain academic strategies, especially in mathematics. These students struggle to explore data systematically and procedurally. The purpose of this pre-posttest design study is to intentionally teach number sense skills in order to increase mathematic comprehension. Most of the students at this school struggle with mathematics concepts-specifically number sense related to place value. As a result, the treatment given will be repeated practice with place value and other work with number sense. The treatment was implemented in a fifth grade classroom containing 26 students. Findings indicated gains from pre- to post-test. The implications for practice will be discussed. The following are appended: (1) Think Link Sheet; (2) 100/300 Chart; (3) Place Value Game; and (4) Classroom Visit Rubric. (Contains 1 figure and 1 table.) [This classroom action research project was supported by the Gheens Institute for Innovation and Spalding University.]

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26Teaching Elementary School Mathematics

There is a concern among educators in schools with high levels of poverty that students are lacking certain academic strategies, especially in mathematics. These students struggle to explore data systematically and procedurally. The purpose of this pre-posttest design study is to intentionally teach number sense skills in order to increase mathematic comprehension. Most of the students at this school struggle with mathematics concepts-specifically number sense related to place value. As a result, the treatment given will be repeated practice with place value and other work with number sense. The treatment was implemented in a fifth grade classroom containing 26 students. Findings indicated gains from pre- to post-test. The implications for practice will be discussed. The following are appended: (1) Think Link Sheet; (2) 100/300 Chart; (3) Place Value Game; and (4) Classroom Visit Rubric. (Contains 1 figure and 1 table.) [This classroom action research project was supported by the Gheens Institute for Innovation and Spalding University.]

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27Teaching Elementary School Mathematics

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Includes bibliographical references and index

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28Teaching Elementary And Middle School Mathematics : Raising The Standards

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Includes bibliographical references and index

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29Methods Of Teaching Mathematics Based On The Conventional Approach To Elementary School Mathematics

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methodology for teaching mathematics in primary school. Arithmetic material is the main content of the course. The main core of the elementary course consists of the arithmetic of natural numbers and basic quantities. In addition, the basic concepts of geometry and algebra are integrated into this course.

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30Active Learning Experiences For Teaching Elementary School Mathematics

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methodology for teaching mathematics in primary school. Arithmetic material is the main content of the course. The main core of the elementary course consists of the arithmetic of natural numbers and basic quantities. In addition, the basic concepts of geometry and algebra are integrated into this course.

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31Elementary School Mathematics : Teaching Developmentally

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methodology for teaching mathematics in primary school. Arithmetic material is the main content of the course. The main core of the elementary course consists of the arithmetic of natural numbers and basic quantities. In addition, the basic concepts of geometry and algebra are integrated into this course.

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32Beyond Classical Pedagogy : Teaching Elementary School Mathematics

methodology for teaching mathematics in primary school. Arithmetic material is the main content of the course. The main core of the elementary course consists of the arithmetic of natural numbers and basic quantities. In addition, the basic concepts of geometry and algebra are integrated into this course.

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33The Elementary Math Teacher's Handbook : Activities For Teaching Elementary School Mathematics

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methodology for teaching mathematics in primary school. Arithmetic material is the main content of the course. The main core of the elementary course consists of the arithmetic of natural numbers and basic quantities. In addition, the basic concepts of geometry and algebra are integrated into this course.

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34Teaching Elementary School Mathematics

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methodology for teaching mathematics in primary school. Arithmetic material is the main content of the course. The main core of the elementary course consists of the arithmetic of natural numbers and basic quantities. In addition, the basic concepts of geometry and algebra are integrated into this course.

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35The Teaching Of Mathematics In The Elementary And The Secondary School

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methodology for teaching mathematics in primary school. Arithmetic material is the main content of the course. The main core of the elementary course consists of the arithmetic of natural numbers and basic quantities. In addition, the basic concepts of geometry and algebra are integrated into this course.

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36Creative Teaching Of Mathematics In The Elementary School

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methodology for teaching mathematics in primary school. Arithmetic material is the main content of the course. The main core of the elementary course consists of the arithmetic of natural numbers and basic quantities. In addition, the basic concepts of geometry and algebra are integrated into this course.

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37The Teaching Of Elementary School Mathematics

methodology for teaching mathematics in primary school. Arithmetic material is the main content of the course. The main core of the elementary course consists of the arithmetic of natural numbers and basic quantities. In addition, the basic concepts of geometry and algebra are integrated into this course.

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38Teaching Mathematics In The Elementary School

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methodology for teaching mathematics in primary school. Arithmetic material is the main content of the course. The main core of the elementary course consists of the arithmetic of natural numbers and basic quantities. In addition, the basic concepts of geometry and algebra are integrated into this course.

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39ERIC ED398067: Variability In Anxiety For Teaching Mathematics Among Pre-service Elementary School Teachers Enrolled In A Mathematics Course.

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This investigation traced changes in anxiety for teaching mathematics (ATM) among pre-service elementary school teachers (n=36) enrolled in a mathematics methods course by analyzing their weekly journal entries. Journal entries were coded for high level of ATM (ATM-high) or absence of ATM (ATM-absent) during the first class session, as well as high level or absence of ATM and classroom context throughout the semester. Results of analysis of initial ATM-high (n=8) and initial ATM-absent (n=8) journal entries found variability in ATM levels among both groups throughout the semester. Initial ATM-absent pre-service teachers consistently reported high levels of interest in teaching mathematics. Similarly, when those reporting high initial ATM described interest in developing creative strategies for teaching mathematics, their ATM was reduced. For initial ATM-high pre-service teachers, when ATM became severe during the semester, it interfered with learning new course material. Implications for developing mathematics methods course curriculum are discussed. (Author)

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40ERIC ED083817: The Use Of CAI Modules As Components Of A Methods Course In The Teaching Of Elementary School Mathematics.

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A computer-assisted instructional (CAI) course at Pennsylvania State University uses an IBM 1500 system to introduce education majors to strategies for teaching elementary school mathematics. CAI is employed to provide individualized instruction on the theoretical aspects of the subject. The course is divided into 16 modules, each of which contains an outline of the content and a set of instructional objectives. Sequences of instructional episodes are designed for each objective; these are flow-charted, thus providing documentation not only of curricular material but also of the instructional logic. The advantages of the course as it is structured are that it offers self-paced individualized instruction and that it gives feedback for continuous modification of the program. In addition, the CAI course constitutes an instructional laboratory in which basic instructional research can be carried out. (LB)

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41Elementary And Middle School Mathematics Teaching Developmentally 11th Edition

11th edition of textbook

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42The Teaching Of Mathematics In The Elementary And The Secondary School

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xviii, 359 p

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43Field Experience Guide : Resources For Teachers Of Elementary And Middle School Mathematics For Elementary And Middle School Mathematics, Teaching Developmentally, Sixth Edition

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xviii, 359 p

“Field Experience Guide : Resources For Teachers Of Elementary And Middle School Mathematics For Elementary And Middle School Mathematics, Teaching Developmentally, Sixth Edition” Metadata:

  • Title: ➤  Field Experience Guide : Resources For Teachers Of Elementary And Middle School Mathematics For Elementary And Middle School Mathematics, Teaching Developmentally, Sixth Edition
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44Teaching Elementary School Mathematics

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xviii, 359 p

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45Teaching Mathematics In The Elementary School

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46Teaching Elementary School Mathematics

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47The Teaching Of Mathematics In The Elementary And The Secondary School

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48Teaching Mathematics In The Elementary School

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49Teaching Mathematics In The Elementary School

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50Teaching Elementary School Mathematics

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Source: The Open Library

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1Teaching elementary school mathematics

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Book's cover

“Teaching elementary school mathematics” Metadata:

  • Title: ➤  Teaching elementary school mathematics
  • Author:
  • Language: English
  • Number of Pages: Median: 440
  • Publisher: Allyn and Bacon
  • Publish Date:
  • Publish Location: Boston

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Access and General Info:

  • First Year Published: 1970
  • Is Full Text Available: Yes
  • Is The Book Public: No
  • Access Status: Borrowable

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2Problems in the teaching of elementary school mathematics

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“Problems in the teaching of elementary school mathematics” Metadata:

  • Title: ➤  Problems in the teaching of elementary school mathematics
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  • Language: English
  • Number of Pages: Median: 514
  • Publisher: ➤  Allyn and Bacon - Allyn and Bacon, Inc
  • Publish Date:

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Access and General Info:

  • First Year Published: 1970
  • Is Full Text Available: Yes
  • Is The Book Public: No
  • Access Status: Borrowable

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3Problems in the teaching of elementary school mathematics

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“Problems in the teaching of elementary school mathematics” Metadata:

  • Title: ➤  Problems in the teaching of elementary school mathematics
  • Author:
  • Language: English
  • Number of Pages: Median: 497
  • Publisher: Allyn and Bacon
  • Publish Date:
  • Publish Location: Boston

“Problems in the teaching of elementary school mathematics” Subjects and Themes:

Edition Identifiers:

  • The Open Library ID: OL5218593M
  • Online Computer Library Center (OCLC) ID: 68196
  • Library of Congress Control Number (LCCN): 75112892

Access and General Info:

  • First Year Published: 1970
  • Is Full Text Available: Yes
  • Is The Book Public: No
  • Access Status: Borrowable

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