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Mendeley readers
| Chapter title |
Culture, Identity, and Equity in the Mathematics Classroom
|
|---|---|
| Chapter number | 11 |
| Book title |
A Journey in Mathematics Education Research
|
| Published by |
Springer, Dordrecht, January 2010
|
| DOI | 10.1007/978-90-481-9729-3_11 |
| Book ISBNs |
978-9-04-819728-6, 978-9-04-819729-3
|
| Authors |
Paul Cobb, Lynn Liao Hodge |
Mendeley readers
The data shown below were compiled from readership statistics for 59 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 4 | 7% |
| South Africa | 1 | 2% |
| Unknown | 54 | 92% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 12 | 20% |
| Student > Doctoral Student | 11 | 19% |
| Researcher | 7 | 12% |
| Student > Master | 7 | 12% |
| Professor | 4 | 7% |
| Other | 12 | 20% |
| Unknown | 6 | 10% |
| Readers by discipline | Count | As % |
|---|---|---|
| Social Sciences | 35 | 59% |
| Mathematics | 7 | 12% |
| Psychology | 3 | 5% |
| Physics and Astronomy | 2 | 3% |
| Linguistics | 1 | 2% |
| Other | 2 | 3% |
| Unknown | 9 | 15% |