<Record><identifier xmlns="http://purl.org/dc/elements/1.1/">URN:NBN:SI:DOC-0HNH4F4L</identifier><date>2022</date><creator>Zupančič, Monika</creator><relation>documents/doc/0/URN_NBN_SI_doc-0HNH4F4L_001.pdf</relation><relation>documents/doc/0/URN_NBN_SI_doc-0HNH4F4L_001.txt</relation><format format_type="issue">1</format><format format_type="volume">12</format><format format_type="type">article</format><format format_type="extent">str. 241-246</format><identifier identifier_type="COBISSID_HOST">104652803</identifier><identifier identifier_type="ISSN">1855-9719</identifier><identifier identifier_type="URN">URN:NBN:SI:doc-0HNH4F4L</identifier><language>eng</language><publisher publisher_location="Ljubljana">Pedagoška fakulteta, Univerza v Ljubljani</publisher><source>CEPS journal</source><rights>BY</rights><subject language_type_id="slv">ocene knjige</subject><title>John Hattie, Douglas Fisher and Nancy Frey, Visible learning for mathematics: grades k-12: what works best to optimize student learning, Corwin Mathematics: 2017; 269 pp.: ISBN: 9781506362946</title></Record>