How Mathematics Propels the Development of Physical Knowledge

Authors: Daniel L. Schwartz ^a; Taylor Martin ^b; Jay Pfaffman ^c

Affiliations:	^a School of Education , Stanford University.
	^b College of Education, The University of Texas at Austin.
	^c College of Education, The University of Tennessee.

DOI: 10.1207/s15327647jcd0601_5

Publication Frequency: 4 issues per year

Published in: journal

Journal of Cognition and Development, Volume 6, Issue 1 February 2005 , pages 65 - 88

Formats available: PDF (English)

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DOI	http://dx.doi.org/10.1207/s15327647jcd0601_5

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