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Waxmann."},"page":"165–187"},{"publication":"Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 – 5, 2017)","type":"book_chapter","editor":[{"full_name":"Dooley, T.","last_name":"Dooley","first_name":"T."},{"first_name":"G.","full_name":"Gueudet, G.","last_name":"Gueudet"}],"status":"public","_id":"48411","department":[{"_id":"643"}],"user_id":"37888","keyword":["Academic language","relative frequency","scaffolding","design research","trace analysis"],"language":[{"iso":"eng"}],"year":"2017","place":"Dublin, Ireland","page":"1388-1395","citation":{"mla":"Wessel, Lena. “How Do Students Develop Lexical Means for Understanding the Concept of Relative Frequency? Empirical Insights on the Basis of Trace Analyses.” <i>Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 – 5, 2017)</i>, edited by T. Dooley and G. 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