TARP, Allan. PRESCHOOLERS LEARN PROPORTIONALITY AND INTEGRATION THROUGH ICON-COUNTING AND NEXT-TO ADDITION. The Eurasia Proceedings of Educational and Social Sciences, [S. l.], v. 2, p. 107–117, 2015. Disponível em: https://epess.net/index.php/epess/article/view/105. Acesso em: 25 dec. 2024.