{"id":{"repo_id":"mit","oai_identifier":"oai:dspace.mit.edu:1721.1/11930"},"canonical_url":"https://search.dev.ndltd.org/etd/mit/oai:dspace.mit.edu:1721.1/11930","repository":{"repo_id":"mit","name":"MIT","base_url":"https://dspace.mit.edu/oai/request"},"display":{"title":"An arithmetic to algebra transition : using metaphors to overcome artihmetic barriers to understanding of mathematical problems involving letters","abstract":"Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Brain and Cognitive Sciences, 1994.","abstract_html":"Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Brain and Cognitive Sciences, 1994.","abstract_has_math":false,"creators":["Carter, Richard C. (Richard Chalmers)"],"institution":"Massachusetts Institute of Technology","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":"Massachusetts Institute of Technology. Dept. of Brain and Cognitive Sciences","school":null,"contributors":[],"advisors":["Susan Carey."],"committee_chairs":[],"committee_members":[],"year":1994,"date_issued":"1994","date_published":"1994","updated_at":"2026-07-22T22:21:29Z","subjects":["Brain and Cognitive Sciences"],"languages":["eng"],"rights":["M.I.T. theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. See provided URL for inquiries about permission."],"rights_urls":["http://dspace.mit.edu/handle/1721.1/7582"],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/1721.1/11930","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Susan Carey."]},{"key":"dc:contributor.department","label":"Department","values":["Massachusetts Institute of Technology. Dept. of Brain and Cognitive Sciences"]},{"key":"dc:creator","label":"Author","values":["Carter, Richard C. (Richard Chalmers)"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2005-08-16T21:18:09Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2005-08-16T21:18:09Z"]},{"key":"dc:date.issued","label":"Date","values":["1994"]},{"key":"dc:publisher","label":"Institution","values":["Massachusetts Institute of Technology"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Brain and Cognitive Sciences"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["M.I.T. theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. See provided URL for inquiries about permission."]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://dspace.mit.edu/handle/1721.1/7582"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/1721.1/11930"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Brain and Cognitive Sciences, 1994.","Includes bibliographical references (p. 164-167)."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Ph.D."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["An arithmetic to algebra transition : using metaphors to overcome artihmetic barriers to understanding of mathematical problems involving letters"]}]}],"canonical_facts":{"dc:contributor.advisor":["Susan Carey."],"dc:contributor.department":["Massachusetts Institute of Technology. Dept. of Brain and Cognitive Sciences"],"dc:creator":["Carter, Richard C. (Richard Chalmers)"],"dc:date.accessioned":["2005-08-16T21:18:09Z"],"dc:date.available":["2005-08-16T21:18:09Z"],"dc:date.issued":["1994"],"dc:description":["Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Brain and Cognitive Sciences, 1994.","Includes bibliographical references (p. 164-167)."],"dc:description.degree":["Ph.D."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["http://hdl.handle.net/1721.1/11930"],"dc:language.iso":["eng"],"dc:publisher":["Massachusetts Institute of Technology"],"dc:rights":["M.I.T. theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. See provided URL for inquiries about permission."],"dc:rights.uri":["http://dspace.mit.edu/handle/1721.1/7582"],"dc:subject":["Brain and Cognitive Sciences"],"dc:title":["An arithmetic to algebra transition : using metaphors to overcome artihmetic barriers to understanding of mathematical problems involving letters"],"dc:type":["Thesis"]},"updated_at":"2026-07-22T22:21:29Z"}