LEADER 00940nam0-22003251i-450- 001 990000989800403321 005 20040517152420.0 010 $a0-444-00127-1 035 $a000098980 035 $aFED01000098980 035 $a(Aleph)000098980FED01 035 $a000098980 100 $a--------d--------km-y0itay50------ba 101 0 $aeng 200 1 $a<>introduction to Linear Algebra$eFor Science and Eingineering$fDominic G.B. Edelen, Anastasios D. Kydoniefs 210 $aNew York$cElsevier$d1972 215 $axv, 253 p.$d22 cm 610 0 $aAlgebra 610 0 $aTeoria delle equazioni 610 0 $aCalcolo vettoriale 676 $a512 700 1$aEdelen,$bDominic G. B.$042142 702 1$aKydoniefs,$bA.D. 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990000989800403321 952 $a10-072F$b14917$fFI1 959 $aFI1 996 $aIntroduction to Linear Algebra$9353767 997 $aUNINA LEADER 03039oam 2200553 450 001 9910793486103321 005 20191126124511.0 010 $a1-945349-79-4 035 $a(OCoLC)1112288358 035 $a(MiFhGG)GVRL88SM 035 $a(EXLCZ)994100000007757468 100 $a20181025h20192019 uy 0 101 0 $aeng 135 $aurun|---uuuua 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aMaking sense of mathematics for teaching girls in grades K-5 /$fThomasenia Lott Adams, Taylar B. Wenzel, Kristopher J. Childs, Samantha R. Neff 210 1$aBloomington, Indiana :$cSolution Tree Press,$d[2019] 210 4$d?2019 215 $a1 online resource (xii, 106 pages) $cillustrations 225 0 $aGale eBooks 311 $a1-945349-78-6 320 $aIncludes bibliographical references and index. 327 $achapter 1. Mathematics gender achievement gap -- chapter 2. Perceptions about girls in mathematics -- chapter 3. Possibilities for girls in mathematics -- chapter 4. Priorities for teaching girls mathematics. 330 $a"Making Sense of Mathematics for Teaching Girls: Perceptions, Practices, and Priorities, the latest companion to the Making Sense of Mathematics for Teaching book, highlights the gender achievement gap in mathematics that is present in K-5 classrooms across the United States and uses research to offer readers practical steps to eliminate the inequity. Specifically, readers will examine how their, parents', and school and district leaderships' confidence as a learner of mathematics influences how girls view their ability to learn and retain mathematics knowledge. Authors Thomasenia Lott Adams, Taylar B. Wenzel, Kristopher J. Childs, and Samantha R. Neff offer recommendations to support the teaching and learning of mathematics for girls in the classroom, in the home, and across the district"--$cProvided by publisher. 606 $aMathematics$xStudy and teaching (Elementary)$zUnited States 606 $aArithmetic$xStudy and teaching (Elementary)$zUnited States 606 $aGirls$xEducation$zUnited States 606 $aSex differences in education$zUnited States 606 $aMathematical ability$xSex differences$zUnited States 606 $aAcademic achievement$zUnited States 615 0$aMathematics$xStudy and teaching (Elementary) 615 0$aArithmetic$xStudy and teaching (Elementary) 615 0$aGirls$xEducation 615 0$aSex differences in education 615 0$aMathematical ability$xSex differences 615 0$aAcademic achievement 676 $a372.7/2 700 $aAdams$b Thomasenia Lott$01490013 702 $aWenzel$b Taylar$g(Taylar B.),$f1981- 702 $aChilds$b Kristopher$g(Kristopher J.),$f1982- 702 $aNeff$b Samantha$g(Samantha R.), 801 0$bMiFhGG 801 1$bMiFhGG 906 $aBOOK 912 $a9910793486103321 996 $aMaking sense of mathematics for teaching girls in grades K-5$93720057 997 $aUNINA