Eleventh Graders’ Increasingly Elaborate Language Use for Disentangling Amount and Change: A Case Study on the Epistemic Role of Syntactic Language Complexity
Crossref DOI link: https://doi.org/10.1007/s13138-019-00155-x
Published Online: 2019-12-12
Published Print: 2020-03
Update policy: https://doi.org/10.1007/springer_crossmark_policy
Prediger, Susanne http://orcid.org/0000-0001-6541-259X
Şahin-Gür, Dilan
Text and Data Mining valid from 2019-12-12
Version of Record valid from 2019-12-12
Article History
Received: 29 December 2018
Accepted: 19 September 2019
First Online: 12 December 2019