The Roles of Textual Features, Background Knowledge, and Disciplinary Expertise in Reading a Calculus Textbook

Adams, T. L. (2003). Reading mathematics: More than words can say. The Reading Teacher, 56(8), 786–795.

Adams, T. L. (2003). Reading mathematics: More than words can say. The Reading Teacher , 56(8), 786–795.)| false
• Search Google Scholar
• Export Citation

Avalos, M. A. , Bengochea, A. , & Secada, W. G. (2015). Reading mathematics: More than words and clauses; more than numbers and symbols on a page. In K. Santi & D. Reed (Eds.), Improving reading comprehension of middle and high school students (pp. 49–74). Cham, Switzerland: Springer. doi:10.1007/978-3-319-14735-2_3

Avalos, M. A. , Bengochea, A. , & Secada, W. G. (2015). Reading mathematics: More than words and clauses; more than numbers and symbols on a page. In K. Santi & D. Reed (Eds.), Improving reading comprehension of middle and high school students (pp. 49–74). Cham, Switzerland: Springer. doi:10.1007/978-3-319-14735-2_3 )| false
• Search Google Scholar
• Export Citation

Barton, M. L. , Heidema, C. , & Jordan, D. (2002). Teaching reading in mathematics and science. Educational Leadership, 60(3), 24–28.

Barton, M. L. , Heidema, C. , & Jordan, D. (2002). Teaching reading in mathematics and science. Educational Leadership , 60(3), 24–28.)| false
• Search Google Scholar
• Export Citation

Berger, M. (2017). Reading mathematics text: A study of two empirical readings. International Journal of Science and Mathematics Education, 17, 385–404. doi:10.1007/s10763-017-9867-6

• Crossref
Berger, M. (2017). Reading mathematics text: A study of two empirical readings. International Journal of Science and Mathematics Education , 17, 385–404. doi:10.1007/s10763-017-9867-6 10.1007/s10763-017-9867-6)| false
• Search Google Scholar
• Export Citation

Chandler-Olcott, K. , Doerr, H. M. , Hinchman, K. A. , & Masingila, J. O. (2015). Bypass, augment, or integrate: How secondary mathematics teachers address the literacy demands of standards-based curriculum materials. Journal of Literacy Research, 47(4), 439–472. doi:10.1177/1086296x16632040

• Crossref
Chandler-Olcott, K. , Doerr, H. M. , Hinchman, K. A. , & Masingila, J. O. (2015). Bypass, augment, or integrate: How secondary mathematics teachers address the literacy demands of standards-based curriculum materials. Journal of Literacy Research , 47(4), 439–472. doi:10.1177/1086296x16632040 10.1177/1086296X16632040)| false
• Search Google Scholar
• Export Citation

Conference Board of the Mathematical Sciences. (2016). Active learning in post-secondary mathematics education [position paper]. Retrieved from http://www.cbmsweb.org/Statements/Active_Learning_Statement.pdf

Conference Board of the Mathematical Sciences. (2016). Active learning in post-secondary mathematics education [position paper]. Retrieved from http://www.cbmsweb.org/Statements/Active_Learning_Statement.pdf )| false
• Search Google Scholar
• Export Citation

Dervin, B. (1983, May). An overview of sense-making research: Concepts, methods and results. Paper presented at the annual meeting of the International Communication Association, Dallas, TX. Retrieved from http://faculty.washington.edu/wpratt/MEBI598/Methods/An%20Overview%20of%20Sense-Making%20Research%201983a.htm

Dervin, B. (1983, May). An overview of sense-making research: Concepts, methods and results . Paper presented at the annual meeting of the International Communication Association, Dallas, TX. Retrieved from http://faculty.washington.edu/wpratt/MEBI598/Methods/An%20Overview%20of%20Sense-Making%20Research%201983a.htm )| false
• Search Google Scholar
• Export Citation

Dervin, B. (1989). Sense-making theory and practice: An overview of user interests in knowledge seeking and use. Journal of Knowledge Management, 2(2), 36–46. doi:10.1108/13673279810249369

• Crossref
Dervin, B. (1989). Sense-making theory and practice: An overview of user interests in knowledge seeking and use. Journal of Knowledge Management , 2(2), 36–46. doi:10.1108/13673279810249369 10.1108/13673279810249369)| false
• Search Google Scholar
• Export Citation

Eddy, S. L. , & Hogan K. A. (2014). Getting under the hood: How and for whom does increasing course structure work? CBE Life Sciences Education, 13(3), 453–468. doi:10.1187/cbe.14-03-0050

• Crossref
Eddy, S. L. , & Hogan K. A. (2014). Getting under the hood: How and for whom does increasing course structure work? CBE Life Sciences Education , 13(3), 453–468. doi:10.1187/cbe.14-03-0050 10.1187/cbe.14-03-0050)| false
• Search Google Scholar
• Export Citation

Fan, L. , Zhu, Y. , & Miao, Z. (2013). Textbook research in mathematics education: Development status and directions. ZDM, 45(5), 633–646. doi:10.1007/s11858-013-0539-x

• Crossref
Fan, L. , Zhu, Y. , & Miao, Z. (2013). Textbook research in mathematics education: Development status and directions. ZDM , 45(5), 633–646. doi:10.1007/s11858-013-0539-x 10.1007/s11858-013-0539-x)| false
• Search Google Scholar
• Export Citation

Fang, Z. (2014). Preparing content area teachers for disciplinary literacy instruction: The role of literacy teacher educators. Journal of Adolescent & Adult Literacy, 57(6), 444–448. doi:10.1002/jaal.269

• Crossref
Fang, Z. (2014). Preparing content area teachers for disciplinary literacy instruction: The role of literacy teacher educators. Journal of Adolescent & Adult Literacy , 57(6), 444–448. doi:10.1002/jaal.269 10.1002/jaal.269)| false
• Search Google Scholar
• Export Citation

Fang, Z. & Schleppegrell, M. J. (2010). Disciplinary literacies across content areas: Supporting secondary reading through functional language analysis. Journal of Adolescent & Adult Literacy, 53(7), 587–597. doi:10.1598/JAAL.53.7.6

• Crossref
Fang, Z. & Schleppegrell, M. J. (2010). Disciplinary literacies across content areas: Supporting secondary reading through functional language analysis. Journal of Adolescent & Adult Literacy , 53(7), 587–597. doi:10.1598/JAAL.53.7.6 10.1598/JAAL.53.7.6)| false
• Search Google Scholar
• Export Citation

Freeman, S. , Eddy, S. L. , McDonough, M. , Smith, M. K. , Okoroafor, N. , Jordt, H. , & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. doi:10.1073/pnas.1319030111

• Crossref
Freeman, S. , Eddy, S. L. , McDonough, M. , Smith, M. K. , Okoroafor, N. , Jordt, H. , & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences , 111(23), 8410–8415. doi:10.1073/pnas.1319030111 10.1073/pnas.1319030111)| false
• Search Google Scholar
• Export Citation

Gee, J. (1991). Socio-cultural approaches to literacy (literacies). Annual Review of Applied Linguistics, 12, 31–48. doi:10.1017/S0267190500002130

• Crossref
Gee, J. (1991). Socio-cultural approaches to literacy (literacies). Annual Review of Applied Linguistics , 12, 31–48. doi:10.1017/S0267190500002130 10.1017/S0267190500002130)| false
• Search Google Scholar
• Export Citation

Hancock, D. R. & Algozzine, B. (2017). Doing case study research: A practical guide for beginning researchers. New York, NY: Teachers College Press.

Hancock, D. R. & Algozzine, B. (2017). Doing case study research: A practical guide for beginning researchers. New York, NY: Teachers College Press.)| false
• Search Google Scholar
• Export Citation

Hughes-Hallett, D. , McCallum, W. , Gleason, A. , Connally, E. , Lovelock, D. , Patterson, C. L , … Tucker, T. (2013). Calculus (6th ed.). Hoboken, NJ: Wiley-Blackwell.

Hughes-Hallett, D. , McCallum, W. , Gleason, A. , Connally, E. , Lovelock, D. , Patterson, C. L , … Tucker, T. (2013). Calculus (6th ed.). Hoboken, NJ: Wiley-Blackwell.)| false
• Search Google Scholar
• Export Citation

Inglis, M. , & Alcock, L. (2012). Expert and novice approaches to reading mathematical proofs. Journal for Research in Mathematics Education, 43(4), 358–390. doi:10.5951/jresematheduc.43.4.0358

• Crossref
Inglis, M. , & Alcock, L. (2012). Expert and novice approaches to reading mathematical proofs. Journal for Research in Mathematics Education , 43(4), 358–390. doi:10.5951/jresematheduc.43.4.0358 10.5951/jresematheduc.43.4.0358)| false
• Search Google Scholar
• Export Citation

Iser, W. (1978). The act of reading: A theory of aesthetic response. Baltimore, MD: John Hopkins University Press.

Iser, W. (1978). The act of reading: A theory of aesthetic response. Baltimore, MD: John Hopkins University Press.)| false
• Search Google Scholar
• Export Citation

Jones, S. R. (2015a). Areas, anti-derivatives, and adding up pieces: Definite integrals in pure mathematics and applied science contexts. The Journal of Mathematical Behavior, 38, 9–28. doi:10.1016/j.jmathb.2015.01.001

• Crossref
Jones, S. R. (2015a). Areas, anti-derivatives, and adding up pieces: Definite integrals in pure mathematics and applied science contexts. The Journal of Mathematical Behavior , 38, 9–28. doi:10.1016/j.jmathb.2015.01.001 10.1016/j.jmathb.2015.01.001)| false
• Search Google Scholar
• Export Citation

Jones, S. R. (2015b). The prevalence of area-under-a-curve and anti-derivative conceptions over Riemann sum-based conceptions in students’ explanations of definite integrals. International Journal of Mathematical Education in Science and Technology, 46(5), 721–736. doi:10.1080/0020739X.2014.1001454

• Crossref
Jones, S. R. (2015b). The prevalence of area-under-a-curve and anti-derivative conceptions over Riemann sum-based conceptions in students’ explanations of definite integrals. International Journal of Mathematical Education in Science and Technology , 46(5), 721–736. doi:10.1080/0020739X.2014.1001454 10.1080/0020739X.2014.1001454)| false
• Search Google Scholar
• Export Citation

Lee, C. D. , & Spratley, A. (2010). Reading in the disciplines: The challenges of adolescent literacy (Final report from Carnegie Corporation of New York’s Council on Advancing Adolescent Literacy). Retrieved from https://www.carnegie.org/media/filer_public/88/05/880559fd-afb1-49ad-af0e-e10c8a94d366/ccny_report_2010_tta_lee.pdf

Lee, C. D. , & Spratley, A. (2010). Reading in the disciplines: The challenges of adolescent literacy (Final report from Carnegie Corporation of New York’s Council on Advancing Adolescent Literacy). Retrieved from https://www.carnegie.org/media/filer_public/88/05/880559fd-afb1-49ad-af0e-e10c8a94d366/ccny_report_2010_tta_lee.pdf )| false
• Search Google Scholar
• Export Citation

Leinhardt, G. (1989). Math lessons: A contrast of novice and expert competence. Journal for Research in Mathematics Education, 20(1), 52–75. doi:10.2307/749098

• Crossref
Leinhardt, G. (1989). Math lessons: A contrast of novice and expert competence. Journal for Research in Mathematics Education , 20(1), 52–75. doi:10.2307/749098 10.2307/749098)| false
• Search Google Scholar
• Export Citation

Love, E. , & Pimm, D. (1996) “This is so”: A text on texts. In A. J. Bishop , K. Clements , C. Keitel , J. Kilpatrick , & C. Laborde (Eds.), Kluwer International Handbooks of Education: Vol. 4. International Handbook of Mathematics Education. Dordrecht, The Netherlands: Springer. doi:10.1007/978-94-009-1465-0_12

• Crossref
Love, E. , & Pimm, D. (1996) “This is so”: A text on texts. In A. J. Bishop , K. Clements , C. Keitel , J. Kilpatrick , & C. Laborde (Eds.), Kluwer International Handbooks of Education: Vol. 4. International Handbook of Mathematics Education. Dordrecht, The Netherlands: Springer. doi:10.1007/978-94-009-1465-0_12 10.1007/978-94-009-1465-0_12)| false
• Search Google Scholar
• Export Citation

Maxson, K. , & Szaniszlo, Z. (Eds.). (2015). Special issue on the flipped classroom: Effectiveness as an instructional model [Special issue]. PRIMUS, 25(9–10), 765–767.

• Crossref
Maxson, K. , & Szaniszlo, Z. (Eds.). (2015). Special issue on the flipped classroom: Effectiveness as an instructional model [Special issue]. PRIMUS , 25(9–10), 765–767.10.1080/10511970.2015.1057786)| false
• Search Google Scholar
• Export Citation

Moje, E. B. (2008). Responsive literacy teaching in secondary school content areas. In M. W. Conley , J. R. Freidhoff , M. B. Sherry , & S. F. Tuckey (Eds.), Meeting the challenge of adolescent literacy: Research we have, research we need (pp. 58–97). New York, NY: Guilford.

Moje, E. B. (2008). Responsive literacy teaching in secondary school content areas. In M. W. Conley , J. R. Freidhoff , M. B. Sherry , & S. F. Tuckey (Eds.), Meeting the challenge of adolescent literacy: Research we have, research we need (pp. 58–97). New York, NY: Guilford.)| false
• Search Google Scholar
• Export Citation

Moje, E. B. , Stockdill, D. , Kim, K. , & Kim, H. (2011). The role of text in disciplinary learning. In M. L. Kamil , P. D. Pearson , E. B. Moje , & P. Afflerbach (Eds.), Handbook of reading research (Vol. IV, pp. 453–486). New York, NY: Routledge. doi:10.4324/9780203840412

Moje, E. B. , Stockdill, D. , Kim, K. , & Kim, H. (2011). The role of text in disciplinary learning. In M. L. Kamil , P. D. Pearson , E. B. Moje , & P. Afflerbach (Eds.), Handbook of reading research (Vol. IV, pp. 453–486). New York, NY: Routledge. doi:10.4324/9780203840412 )| false
• Search Google Scholar
• Export Citation

National Council of Teachers of Mathematics. (2009). Focus in high school mathematics: Reasoning and sense making. Reston, VA: Author.

National Council of Teachers of Mathematics. (2009). Focus in high school mathematics: Reasoning and sense making. Reston, VA: Author.)| false
• Search Google Scholar
• Export Citation

Österholm, M. (2006). Characterizing reading comprehension of mathematical texts. Educational Studies in Mathematics, 63(3), 325–346. doi:10.1007/s10649-005-9016-y

• Crossref
Österholm, M. (2006). Characterizing reading comprehension of mathematical texts. Educational Studies in Mathematics , 63(3), 325–346. doi:10.1007/s10649-005-9016-y 10.1007/s10649-005-9016-y)| false
• Search Google Scholar
• Export Citation

Randahl, M. (2012). First-year engineering students’ use of their mathematics textbook—Opportunities and constraints. Mathematics Education Research Journal, 24(3), 239–256. doi:10.1007/s13394-012-0040-9

• Crossref
Randahl, M. (2012). First-year engineering students’ use of their mathematics textbook—Opportunities and constraints. Mathematics Education Research Journal , 24(3), 239–256. doi:10.1007/s13394-012-0040-9 10.1007/s13394-012-0040-9)| false
• Search Google Scholar
• Export Citation

Rosenblatt, L. M. (1938). Literature as exploration. New York, NY: Appleton-Century.

Rosenblatt, L. M. (1938). Literature as exploration. New York, NY: Appleton-Century.)| false
• Search Google Scholar
• Export Citation

Shanahan, C. , Shanahan, T. , & Misischia, C. (2011). Analysis of expert readers in three disciplines: History, mathematics, and chemistry. Journal of Literacy Research, 43(4), 393–429. doi:10.1177/1086296X11424071

• Crossref
Shanahan, C. , Shanahan, T. , & Misischia, C. (2011). Analysis of expert readers in three disciplines: History, mathematics, and chemistry. Journal of Literacy Research , 43(4), 393–429. doi:10.1177/1086296X11424071 10.1177/1086296X11424071)| false
• Search Google Scholar
• Export Citation

Shanahan, T. , & Shanahan, C. (2012). What is disciplinary literacy and why does it matter? Topics in Language Disorders, 32(1), 7–18. doi:10.1097/TLD.0b013e318244557a

• Crossref
Shanahan, T. , & Shanahan, C. (2012). What is disciplinary literacy and why does it matter? Topics in Language Disorders , 32(1), 7–18. doi:10.1097/TLD.0b013e318244557a 10.1097/TLD.0b013e318244557a)| false
• Search Google Scholar
• Export Citation

Shepherd, M. D. , Selden, A. , & Selden, J. (2012). University students’ reading of their first-year mathematics textbooks. Mathematical Thinking and Learning, 14(3), 226–256. doi:10.1080/10986065.2012.682959

• Crossref
Shepherd, M. D. , Selden, A. , & Selden, J. (2012). University students’ reading of their first-year mathematics textbooks. Mathematical Thinking and Learning , 14(3), 226–256. doi:10.1080/10986065.2012.682959 10.1080/10986065.2012.682959)| false
• Search Google Scholar
• Export Citation

Shepherd, M. D. , & van de Sande, C. C. (2014). Reading mathematics for understanding—From novice to expert. The Journal of Mathematical Behavior, 35, 74–86. doi:10.1016/j.jmathb.2014.06.003

• Crossref
Shepherd, M. D. , & van de Sande, C. C. (2014). Reading mathematics for understanding—From novice to expert. The Journal of Mathematical Behavior , 35, 74–86. doi:10.1016/j.jmathb.2014.06.003 10.1016/j.jmathb.2014.06.003)| false
• Search Google Scholar
• Export Citation

Spirek, M. M. , Dervin, B. , Nilan, M. , & Martin, M. (1999). Bridging gaps between audience and media: A sense-making comparison of reader information needs in life-facing versus newspaper reading contexts [Special issue]. The Electronic Journal of Communication, 9(2–4).

Spirek, M. M. , Dervin, B. , Nilan, M. , & Martin, M. (1999). Bridging gaps between audience and media: A sense-making comparison of reader information needs in life-facing versus newspaper reading contexts [Special issue]. The Electronic Journal of Communication , 9(2–4).)| false
• Search Google Scholar
• Export Citation

Street, B. V. (1995). Social literacies: Critical approaches to literacy in development, ethnography and education. London, England: Longman.

Street, B. V. (1995). Social literacies: Critical approaches to literacy in development, ethnography and education. London, England: Longman.)| false
• Search Google Scholar
• Export Citation

Stylianides, G. J. (2009). Reasoning-and-proving in school mathematics textbooks. Mathematical Thinking and Learning, 11(4), 258–288. doi:10.1080/10986060903253954

• Crossref
Stylianides, G. J. (2009). Reasoning-and-proving in school mathematics textbooks. Mathematical Thinking and Learning , 11(4), 258–288. doi:10.1080/10986060903253954 10.1080/10986060903253954)| false
• Search Google Scholar
• Export Citation

Thompson, D. R. , Kersaint, G. , Richards, J. C. , Hunsader, P. D. , & Rubenstein, R. N. (2008). Mathematical literacy: Helping students make meaning in the middle grades. Portsmouth, NH: Heinemann.

Thompson, D. R. , Kersaint, G. , Richards, J. C. , Hunsader, P. D. , & Rubenstein, R. N. (2008). Mathematical literacy: Helping students make meaning in the middle grades. Portsmouth, NH: Heinemann.)| false
• Search Google Scholar
• Export Citation

Thompson, P. , & Silverman, J. (2008). The concept of accumulation in calculus. In M. P. Carlson & C. Rasmussen (Eds.), Making the connection: Research and teaching in undergraduate mathematics education (pp. 43–52). Washington, DC: Mathematical Association of America. doi:10.5948/UPO9780883859759.005

• Crossref
Thompson, P. , & Silverman, J. (2008). The concept of accumulation in calculus. In M. P. Carlson & C. Rasmussen (Eds.), Making the connection: Research and teaching in undergraduate mathematics education (pp. 43–52). Washington, DC: Mathematical Association of America. doi:10.5948/UPO9780883859759.005 10.5948/UPO9780883859759.005)| false
• Search Google Scholar
• Export Citation

Weber, K. , & Mejia-Ramos, J. P. (2011). Why and how mathematicians read proofs: An exploratory study. Educational Studies in Mathematics, 76(3), 329–344. doi:10.1007/s10649-010-9292-z

• Crossref
Weber, K. , & Mejia-Ramos, J. P. (2011). Why and how mathematicians read proofs: An exploratory study. Educational Studies in Mathematics , 76(3), 329–344. doi:10.1007/s10649-010-9292-z 10.1007/s10649-010-9292-z)| false
• Search Google Scholar
• Export Citation

Weinberg, A. (2010). The implied reader in calculus textbooks. In P. Brosnan , D. B. Erchick , & L. Flevares (Eds.), Proceedings of the 32nd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 105–113). Columbus: The Ohio State University.

Weinberg, A. (2010). The implied reader in calculus textbooks. In P. Brosnan , D. B. Erchick , & L. Flevares (Eds.), Proceedings of the 32nd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 105–113). Columbus: The Ohio State University.)| false
• Search Google Scholar
• Export Citation

Weinberg, A. , & Thomas, M. (2018). Student learning and sense-making from video lectures. International Journal of Mathematical Education in Science and Technology, 49(6), 922–943. doi:10.1080/0020739X.2018.1426794

• Crossref
Weinberg, A. , & Thomas, M. (2018). Student learning and sense-making from video lectures. International Journal of Mathematical Education in Science and Technology , 49(6), 922–943. doi:10.1080/0020739X.2018.1426794 10.1080/0020739X.2018.1426794)| false
• Search Google Scholar
• Export Citation

Weinberg, A. , & Wiesner, E. (2011). Understanding mathematics textbooks through reader-oriented theory. Educational Studies in Mathematics, 76(1), 49–63. doi:10.1007/s10649-010-9264-3

• Crossref
Weinberg, A. , & Wiesner, E. (2011). Understanding mathematics textbooks through reader-oriented theory. Educational Studies in Mathematics , 76(1), 49–63. doi:10.1007/s10649-010-9264-3 10.1007/s10649-010-9264-3)| false
• Search Google Scholar
• Export Citation

Weinberg, A. , Wiesner, E. , & Barr, J. (2016). Sense-making practices of expert and novice readers. In M. B. Wood , E. E. Turner , M. Civil , & J. A. Eli (Eds.), Proceedings of the 38th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 97–104). Tucson: The University of Arizona.

Weinberg, A. , Wiesner, E. , & Barr, J. (2016). Sense-making practices of expert and novice readers. In M. B. Wood , E. E. Turner , M. Civil , & J. A. Eli (Eds.), Proceedings of the 38th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 97–104). Tucson: The University of Arizona.)| false
• Search Google Scholar
• Export Citation

Weinberg, A. , Wiesner, E. , Benesh, B. , & Boester, T. (2012). Undergraduate students’ self-reported use of mathematics textbooks. PRIMUS, 22(2), 152–175. doi:10.1080/10511970.2010.509336

• Crossref
Weinberg, A. , Wiesner, E. , Benesh, B. , & Boester, T. (2012). Undergraduate students’ self-reported use of mathematics textbooks. PRIMUS , 22(2), 152–175. doi:10.1080/10511970.2010.509336 10.1080/10511970.2010.509336)| false
• Search Google Scholar
• Export Citation

Weinberg, A. , Wiesner, E. , & Fukawa-Connelly, T. (2014). Students’ sense-making frames in mathematics lectures. Journal of Mathematical Behavior, 33, 168–179. doi:10.1016/j.jmathb.2013.11.005

• Crossref
Weinberg, A. , Wiesner, E. , & Fukawa-Connelly, T. (2014). Students’ sense-making frames in mathematics lectures. Journal of Mathematical Behavior , 33, 168–179. doi:10.1016/j.jmathb.2013.11.005 10.1016/j.jmathb.2013.11.005)| false
• Search Google Scholar
• Export Citation

Wilson, W. D. (1981). Readers in texts. PMLA, 96(5), 848–863. doi:10.2307/462128

Wilson, W. D. (1981). Readers in texts. PMLA , 96(5), 848–863. doi:10.2307/462128 )| false
• Search Google Scholar
• Export Citation

Yin, R. K. (1994). Case study research: Design and methods (2nd ed.). Thousand Oaks, CA: Sage.

Yin, R. K. (1994). Case study research: Design and methods (2nd ed.). Thousand Oaks, CA: Sage.)| false
• Search Google Scholar
• Export Citation