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The relative importance of parental numerical opportunities, prerequisite knowledge and parent involvement as predictors for early math achievement in young children

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Chicago
Ceulemans, Anneliesje, Elke Baten, Tom Loeys, Karel Hoppenbrouwers, Daisy Titeca, Sofie Rousseau, and Annemie Desoete. 2017. “The Relative Importance of Parental Numerical Opportunities, Prerequisite Knowledge and Parent Involvement as Predictors for Early Math Achievement in Young Children.” Interdisciplinary Education and Psychology 1 (1).
APA
Ceulemans, Anneliesje, Baten, E., Loeys, T., Hoppenbrouwers, K., Titeca, D., Rousseau, S., & Desoete, A. (2017). The relative importance of parental numerical opportunities, prerequisite knowledge and parent involvement as predictors for early math achievement in young children. INTERDISCIPLINARY EDUCATION AND PSYCHOLOGY, 1(1).
Vancouver
1.
Ceulemans A, Baten E, Loeys T, Hoppenbrouwers K, Titeca D, Rousseau S, et al. The relative importance of parental numerical opportunities, prerequisite knowledge and parent involvement as predictors for early math achievement in young children. INTERDISCIPLINARY EDUCATION AND PSYCHOLOGY. 2017;1(1).
MLA
Ceulemans, Anneliesje, Elke Baten, Tom Loeys, et al. “The Relative Importance of Parental Numerical Opportunities, Prerequisite Knowledge and Parent Involvement as Predictors for Early Math Achievement in Young Children.” INTERDISCIPLINARY EDUCATION AND PSYCHOLOGY 1.1 (2017): n. pag. Print.
@article{8535150,
  author       = {Ceulemans, Anneliesje and Baten, Elke and Loeys, Tom and Hoppenbrouwers, Karel and Titeca, Daisy and Rousseau, Sofie and Desoete, Annemie},
  issn         = {2576-8271},
  journal      = {INTERDISCIPLINARY EDUCATION AND PSYCHOLOGY},
  language     = {eng},
  number       = {1},
  pages        = {12},
  title        = {The relative importance of parental numerical opportunities, prerequisite knowledge and parent involvement as predictors for early math achievement in young children},
  volume       = {1},
  year         = {2017},
}