Quantitative literacy and mathematical competencies

    Publikation: Bidrag til bog/antologi/rapportBidrag til bog/antologiForskning

    OriginalsprogEngelsk
    TitelQuantitative literacy : why numeracy matters for schools and colleges
    RedaktørerB.L. Madison, L.A. Steen
    Udgivelses stedPrinceton
    ForlagNational Council on Education and the Disciplines
    Publikationsdato2003
    Sider215-220
    ISBN (Trykt)9780970954718, 0970954719
    StatusUdgivet - 2003

    Citer dette

    Niss, M. A. (2003). Quantitative literacy and mathematical competencies. I B. L. Madison, & L. A. Steen (red.), Quantitative literacy: why numeracy matters for schools and colleges (s. 215-220). Princeton: National Council on Education and the Disciplines.
    Niss, Mogens Allan. / Quantitative literacy and mathematical competencies. Quantitative literacy: why numeracy matters for schools and colleges. red. / B.L. Madison ; L.A. Steen. Princeton : National Council on Education and the Disciplines, 2003. s. 215-220
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    pages = "215--220",
    editor = "B.L. Madison and L.A. Steen",
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    Niss, MA 2003, Quantitative literacy and mathematical competencies. i BL Madison & LA Steen (red), Quantitative literacy: why numeracy matters for schools and colleges. National Council on Education and the Disciplines, Princeton, s. 215-220.

    Quantitative literacy and mathematical competencies. / Niss, Mogens Allan.

    Quantitative literacy: why numeracy matters for schools and colleges. red. / B.L. Madison; L.A. Steen. Princeton : National Council on Education and the Disciplines, 2003. s. 215-220.

    Publikation: Bidrag til bog/antologi/rapportBidrag til bog/antologiForskning

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    SN - 0970954719

    SP - 215

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    BT - Quantitative literacy

    A2 - Madison, B.L.

    A2 - Steen, L.A.

    PB - National Council on Education and the Disciplines

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    Niss MA. Quantitative literacy and mathematical competencies. I Madison BL, Steen LA, red., Quantitative literacy: why numeracy matters for schools and colleges. Princeton: National Council on Education and the Disciplines. 2003. s. 215-220