References for Sarah Enoch`s presentation at the 2011 TOTOM

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References for Sarah Enoch’s presentation at the 2011 TOTOM conference
The Mathematics Problem Solving Model: A Professional Development Program
Becker, J.P., & Shimada, S. (Eds.). (1997). The open-ended approach: A new proposal
for teaching mathematics. Reston, VA: National Council of Teachers of
Mathematics.
Boaler, J. & Humphreys, C. (2005). Connecting mathematical ideas: Middle school video
cases to support teaching and learning. Portsmouth, NH: Heinemann.
Chazen, D., & Ball, D. L. (2001). Beyond being told not to tell. For the Learning of
Mathematics, 19(2), 2–10.
Fraivillig, J. L., Murphy, L.A., & Fuson, K.C. (1999). Advancing children's mathematical
thinking in Everday Mathematics classrooms. Journal for Research in
Mathematics Education, 30(2), 148-170.
Franke, M. L., Carpenter, T.P., Levi, L., & Fennema, E. (2001). Capturing teachers'
generative change: A follow-up study of professional development in
mathematics. American Educational Research Journal 38(3), 653-689.
Grouws, D.A. (2003). The teacher’s role in teaching mathematics through problem
solving, In Schoen, H.L. (Ed.) Teaching mathematics through problem solving:
Grades 6-12 (pp. 129-142). Reston, VA: National Council of Teachers of
Mathematics.
Groves, S. & Doig B. (2004). Progressive discourse in mathematics classes: The task of
the teacher. Proceedings of the 28th Conference of the International Group for
the Psychology of Mathematics Education, 2, 495–502.
Henningsen, M.A. & Stein, M. K. (1997). Mathematical tasks and student cognition:
Classroom based factors that support and inhibit high-level mathematical thinking
and reasoning. Journal for Research in Mathematics Education, 29, 524-549.
Hiebert, J., Carpenter, T.P., Fennema, E., Fuson, K.C., Wearne, D., Murray, H.,…
Human, P. (1997). Making sense: Teaching and learning mathematics.
Portsmouth, NH: Heinemann.
Hiebert, J., & Wearne, D. (1993). Instructional tasks, classroom discourse, and student
learning in second grade. American Educational Research Journal, 30, 393-425.
Kazemi, E. and Stipek, D. (2001). Promoting conceptual thinking in four upperelementary mathematics classrooms. The Elementary School Journal 102(1), 5980.
Kilpatrick, J., Swafford, J. and Findell, B. (Eds.) (2001). Adding it up: Helping children
learn mathematics. Washington, DC: National Academy Press.
Lesh, R., Hoover, M., Hole, B., Kelly, A. & Post, T. (2000). Principles for developing
thought-revealing activities for students and teachers. In A.E. Kelly, R. Lesh
(Eds.), Handbook of research design in mathematics and science education (pp.
591-646), Mahwah, NJ: Lawrence Erlbaum Associates.
Lesh, R. & Zawojewski, J. (2007). Problem solving and modeling. In F. K. Lester, Jr.
(Ed.), Second handbook of research on mathematics teaching and learning, v.2
(pp. 763-804). Reston, VA: National Council of Teachers of Mathematics.
Mewborn, D.S. (2003). Teaching, teachers’ knowledge, and their professional
development. In J. Kilpatrick, W. Martin and D. Schifter (Eds.). A research
companion to principles and standards for school mathematics (pp. 45-52).
Reston, VA, National Council of Teachers of Mathematics.
Narciss, S. & Huth, K. (2004). How to design informative tutoring feedback for
multimedia learning. In H.M. Niegemmann, D. Leutner, & R. Brunken (Eds.),
Instructional designfor multimedia learning (pp. 181-195). Munster, NY:
Waxmann.
Nathan, M. J. and Knuth, E.J. (2003). A study of whole classroom mathematical
discourse and teacher change. Cognition and Instruction 21(2), 175-207.
National Council of Teachers of Mathematics (NCTM) (2000). Principles and Standards
for School Mathematics. Reston, VA: NCTM.
Nyquist, J. B. (2003). The benefits of reconstruing feedback as a larger system of
formative assessment: a meta-analysis (Unpublished master’s thesis), Vanderbilt
University, Nashville Tennessee.
Schifter, D. (1998). Learning mathematics for teaching: From a teachers’ seminar to the
classroom. Journal of mathematics teacher education, 1, 55-87.
Sherin, M.G. (2002). When teaching becomes learning. Cognitive and Instruction, 20,
119-150.
Shute, V.J. (2008). Focus on formative feedback. Review of Educational Research, 78
(1), 153-189.
Sowder, J. T. (2007). The mathematical education and development of teachers. In F. K.
Lester, Jr. (Ed.), Second handbook of research on mathematics teaching and
learning, v.1 (pp. 157-224). Reston, VA: National Council of Teachers of
Mathematics.
Stein, M.K., Engle, R.A., Smith, M.S., & Hughes, E.K. (2008). Orchestrating productive
mathematical discussions: Five practices for helping teachers move beyond show
and tell. Mathematical Thinking and Learning, 10(4), 313-340.
Stein, M.K., Grover, B.W., and Henningsen, M. (1996). Building student capacity for
mathematical thinking and reasoning: An analysis of mathematical tasks used in
reform classrooms. American Educational Research Journal, 33, 455-488.
Stein, M.K. & Lane, S. (1996). Instructional tasks and the development of student
capacity to think and reason: An analysis of the relationship between teaching and
learning in a reform mathematics project. Educational Research and Evaluation,
2(1), 50-80.
Stein, M.K., Smith, M.S., Henningsen, M.A., & Silver, E.A. (2009). Implementing
standards-based mathematics instruction: A casebook for professional
development, 2nd ed. Reston, VA: National Council of Teachers of Mathematics.
Wiliam, D. (2007). Keeping learning on track: Classroom assessment and the regulation
of learning. In F. Lester (Ed.), Second handbook of research of mathematics
teaching and learning, v. 2 (pp. 1051-1098). Reston, VA: National Council of
Teachers of Mathematics.
Wood, T. & Turner-Vorbeck, T. (2001). Extending the conception of mathematics
teaching. Beyond classical pedagogy (pp. 185-208). Mahwah, NJ: Lawrence
Erlbaum Associates. Mahwah, NJ: Lawrence Erlbaum Associates.
Yackel, E. and Hanna, G. (2003). Reasoning and proof. In J. Kilpatrick, W. Martin and
D. Schifter (Eds.), A research companion to principles and standards for school
mathematics (pp. 227-236). Reston, VA, National Council of Teachers of
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