Thursday, May 17, 2018

Math References for Math Methods Students

Math References

Andrade, H., Buff, C., Terry, J., Erano, M., & Paolino, S. (2009). Assessment-driven improvements in middle school students’ writing. Middle School Journal, 40(4), 4–12.

Arcavi, A. (2003). The Role of Visual Representations in the Learning of Mathematics. Educational Studies in Mathematics, 52(3), 215 – 241.

Beigie, D. (2004). Coordinate plane set detective. Mathematics Teaching in the Middle School, 9(5), 251.

Benson, C. C., Wall, J. J., & Malm, C. (2013). The Distributive Property in Grade 3? Teaching Children Mathematics, 19(8), 498 – 506.

Borko, H., Jacobs, J., Eiteljorg, E., & Pittman, M. E. (2008). Video as a tool for fostering productive discussions in mathematics professional development. Teaching and Teacher Education, 24(2), 417–436.

Bransford, J. D., Donovan, M. S., & others. (2004). How Students Learn: History in the Classroom. National Academies Press.

Bremigan, E. G. (2004). Is It Always True? From Detecting Patterns to Forming Conjectures to Constructing Proofs. The Mathematics Teacher, 97(2), 96 – 100.

Campbell, P. F., Nishio, M., Smith, T. M., Clark, L. M., Conant, D. L., Rust, A. H., … Choi, Y. (2014). The Relationship Between Teachers’ Mathematical Content and Pedagogical Knowledge, Teachers’ Perceptions, and Student Achievement. Journal for Research in Mathematics Education, 45(4), 419 – 459.

Carpenter, T. P., Fennema, E., & Franke, M. L. (1996). Cognitively guided instruction: A knowledge base for reform in primary mathematics instruction. The Elementary School Journal, 97(1), 3–20.

Carpenter, T. P., Fennema, E., Peterson, P. L., & Carey, D. A. (1988). Teachers’ pedagogical content knowledge of students’ problem solving in elementary arithmetic. Journal for Research in Mathematics Education, 385–401.

Carpenter, T. P., Hiebert, J., & Moser, J. M. (1981). Problem Structure and First-Grade Children’s Initial Solution Processes for Simple Addition and Subtraction Problems. Journal for Research in Mathematics Education, 12(1), 27–39.

Carroll, W. M., Fuson, K. C., & Diamond, A. (2000). Use of student-constructed number stories in a reform-based curriculum. Journal of Mathematical Behavior, 19(1), 49–62.

CLEMENTS, D. H. (2002). Computers in early childhood mathematics. Contemporary Issues in Early Childhood, 3(2), 160–181.

Clements, D. H., & Sarama, J. (2013). Rethinking Early Mathematics: What Is Research-Based Curriculum for Young Children? In L. D. English & J. T. Mulligan (Eds.), Reconceptualizing Early Mathematics Learning (pp. 121–147). Dordrecht: Springer Netherlands.

Cross, C. T., Woods, T. A., & Schweingruber, H. (2009). Mathematics Learning in Early Childhood: Paths toward Excellence and Equity. National Academies Press.

de Groot, C., & Whalen, T. (2006). Longing for Division. Teaching Children Mathematics, 12(8), 410 – 418.

DiSessa, A. A., Hammer, D., Sherin, B., & Kolpakowski, T. (1991). Inventing Graphing: Meta-Representational Expertise in Children. Journal of Mathematical Behavior, 10(2), 117–60.

Disessa, A. A., & Sherin, B. L. (2000). Meta-representation: An introduction. The Journal of Mathematical Behavior, 19(4), 385–398.

Edens, K., & Potter, E. (2007). The Relationship of Drawing and Mathematical Problem Solving: “Draw for Math” Tasks. Studies in Art Education, 48(3), 282 – 298.

Edens, K., & Potter, E. (2008). How Students “Unpack” the Structure of a Word Problem: Graphic Representations and Problem Solving. School Science and Mathematics, 108(5), 184–196.

Enderson, M. C. (2015). Ready, aim, fire your cannons. Teaching Children Mathematics, 21(8), 502.

English, L. D., King, D. T., Hudson, P., & Dawes, L. (2014). The Aerospace Engineering Challenge. Teaching Children Mathematics, 21(2), 122 – 126.

Enns, E. (2015). Packing Candies. Teaching Children Mathematics, 22(1), 13 – 16.

Erdogan, A., & Yanik, H. B. (2013). Fostering Optimization Ideas in Early Grades. Teaching Children Mathematics, 20(1), 52 – 57.

Finlayson, M. (2014). Addressing math anxiety in the classroom. Improving Schools, 17(1), 99–115.

Flores, M. M. (2009). Teaching subtraction with regrouping to students experiencing difficulty in mathematics. Preventing School Failure: Alternative Education for Children and Youth, 53(3), 145–152.

Fuson, K., & Briars, D. (1990). USING A BASE-TEN BLOCKS LEARNING/ TEACHING APPROACH FOR FIRST- AND SECOND-GRADE PLACE-VALUE AND MULTIDIGIT ADDITION AND SUBTRACTION - Google Docs. Journal for Research in Mathematics Education, 21(3), 180–206.

Fuson, K. C. (2003). Toward Computational Fluency in Multidigit Multiplication and Division. Teaching Children Mathematics, 9(6), 300–05.

Garcia, J. (2014). A Fibonacci Simple Ecosystem: Prey and Predator. Teaching Children Mathematics, 20(6), 392 – 396.

Garcia, J. (2015). Encouraging optimization of energy. Teaching Children Mathematics, 21(9), 560.

Gavin, M. K., & Sheffield, L. J. (2015). A BALANCING ACTS of Algebra Making Sense. Mathematics Teaching in the Middle School, 20(8), 460.

Gay, A. S. (2008). Helping Teachers Connect Vocabulary and Conceptual Understanding. The Mathematics Teacher, 102(3), 218 – 223.

Graham, P. (2005). Classroom-based assessment: Changing knowledge and practice through preservice teacher education. Teaching and Teacher Education, 21(6), 607–621.

Grandgenett, N. F. (2008). Perhaps a matter of imagination: TPCK in mathematics education. The Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators. New York: American Association of Colleges of Teacher Education and Routledge.

Hiebert, J. (2013). Conceptual and Procedural Knowledge: The Case of Mathematics. Routledge.

Hose, J. C., & Wells, T. (2013). The Marriage of Place and Value. Teaching Children Mathematics, 19(8), 528.

Jackson, C. D., & Leffingwell, R. J. (1999). The Role of Instructors in Creating Math Anxiety in Students from Kindergarten through College. The Mathematics Teacher, 92(7), 583 – 586.

Karp, K. S., Bush, S. B., & Dougherty, B. J. (2014). 13 RULES That Expire. Teaching Children Mathematics, 21(1), 18.

Kent, L. B., Empson, S. B., & Nielsen, L. (2015). The Richness of Children’s Fraction Strategies. Teaching Children Mathematics, 22(2), 84–90.

Kilpatrick, J., Swafford, J., & Findell, B. (2001). Adding+ it up: Helping children learn mathematics. National Academies Press.

Klein, A., Beishuizen, M., & Treffers, A. (1998). The Empty Number Line in Dutch Second Grades: Realistic versus Gradual Program Design. Journal for Research in Mathematics Education, 29(4), 443–464.

Kurz, T. L., Yanik, H. B., & Lee, M. Y. (2015). The Geometry of Scoliosis. Teaching Children Mathematics, 21(6), 372 – 375. http://doi.org/10.5951/teacchilmath.21.6.0372

Lamb, J. (2014). Angry Birds Mathematics: Parabolas and Vectors. Mathematics Teacher, 107(5), 334 – 340.

Lee, M. Y. (2014a). Tinkering with Buoyancy. Teaching Children Mathematics, 20(9), 574 – 578.

Lee, M. Y. (2014b). Using Weather to Teach Graphing. Teaching Children Mathematics, 21(4), 249 – 253.

Martin, J. F. (2009). the Goal of Long Division. Teaching Children Mathematics, 15(8), 482 – 487.

McLeman, L. K., & Cavell, H. A. (2009). Teaching Fractions. Teaching Children Mathematics [H.W. Wilson - EDUC], 15(8), 494.

Monk, S. (2003). Representation in school mathematics: Learning to graph and graphing to learn. A Research Companion to Principles and Standards for School Mathematics, 275–285.

Nebesniak, A. L., & Burgoa, A. A. (2015). Developing the Vertex Formula Meaningfully. The Mathematics Teacher, 108(6), 429.

Ponce, G. A. (2015). Seeing the Implications of ZERO Again. Teaching Children Mathematics, 22(5), 292.

Sarama, J., & Clements, D. H. (2002). Building blocks for young children’s mathematical development. Journal of Educational Computing Research, 27(1), 93–110.

Sellers, P. A. (2010). The trouble with long division. Teaching Children Mathematics, 16(9), 516 – 520.

Siegel, M. H. (2005). The sum of cubes: An activity for review and conjecture. Mathematics Teaching in the Middle School, 10(7), 356.

Stein, M. K. (2001). Mathematical argumentation: Putting umph into classroom discussions. Mathematics Teaching in the Middle School, 7(2), 110.

Stephan, M. L. (2014). Establishing Standards for Mathematical Practice. Mathematics Teaching in the Middle School, 19(9), 532 – 538.

Suh, J. M., Seshaiyer, P., Moore, K., Green, M., Jewell, H., & Rice, I. (2013). Being an environmentally friendly package engineer. Teaching Children Mathematics, 20(4), 261.

Sweetland, J., & Fogarty, M. (2008). Prove it! Engaging Teachers as Learners to Enhance Conceptual Understanding. Teaching Children Mathematics, 15(2), 68 – 73.

Thornton, C. A. (1978). Emphasizing thinking strategies in basic fact instruction. Journal for Research in Mathematics Education, 9(3), 214–227.

Van de Walle, J. A., & Karp, K. (2013). Elementary and middle school mathematics: teaching developmentally. Boston: Pearson.

Villase\ nor Jr, A., & Kepner Jr, H. S. (1993). Arithmetic from a problem-solving perspective: An urban implementation. Journal for Research in Mathematics Education, 24(1), 62–69.

Wallace, F. H., & Clark, K. (2006). Reading Beyond the Textbook in Upper Grades Mathematics Classrooms. Retrieved from http://digitalcommons.kennesaw.edu/facpubs/635/

Wall, J. J., Beatty, H. N., & Rogers, M. P. (2015). Apps for Teaching, Not Just Reviewing. Teaching Children Mathematics, 21(7), 438 – 441.

Whitenack, J. W., Knipping, N., & Novinger, S. (2001). Second graders circumvent addition and subtraction difficulties. Teaching Children Mathematics [H.W. Wilson - EDUC], 8(4), 228.

Wickett, M. (2009). Tuheen’s thinking about place value. Teaching Children Mathematics, 16(4), 256.

Yeh, C. (2015). Worth a Thousand Words. Teaching Children Mathematics, 21(8), 512–512.

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