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dc.contributor.authorWade, Louise P.en_US
dc.date.accessioned2017-07-22T19:03:31Z
dc.date.available2017-07-22T19:03:31Z
dc.date.issued1952
dc.date.submitted1952
dc.identifier.otherb14708188
dc.identifier.urihttps://hdl.handle.net/2144/23066
dc.descriptionThesis (Ed.M.)--Boston Universityen_US
dc.description.abstractIt is the purpose of this study to list the quantitative concepts that occur in selected reading and content-subject third-grade textbooks and to determine the frequency of their occurrence. There were several reasons for the selection of the above topic: 1. the continuing trend in education toward closer correlation (of. such terms as unit, fusion, integration, etc.); 2. the increasing emphasis upon the importance of meanings, understandings, and concepts (of. such phrases, especially, as concept of number, concept of words, concept of processes, concept of skills, etc.); and 3. the suggestions, in articles (especially those 1n research periodicals) that indicate the need for new research concerning quantitative concepts and the teaching of such concepts.en_US
dc.language.isoen_US
dc.publisherBoston Universityen_US
dc.rightsBased on investigation of the BU Libraries' staff, this work is free of known copyright restrictions.en_US
dc.subjectTextbooksen_US
dc.subjectTextual analysisen_US
dc.subjectElementary schoolen_US
dc.titleQuantitative concepts in third grade reading and content-subject textbooksen_US
dc.typeThesis/Dissertationen_US
etd.degree.nameMaster of Educationen_US
etd.degree.levelmastersen_US
etd.degree.disciplineEducationen_US
etd.degree.grantorBoston Universityen_US


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