National Academy of Sciences | 150 Year Anniversary

Questions? Call 800-624-6242

| Items in cart [0]

The National Academies Press

HARDBACK
price:$54.95
add to cart

Rights & Permissions

topleft topright

How Students Learn: History, Mathematics, and Science in the Classroom (2005)
Board on Behavioral, Cognitive, and Sensory Sciences (BBCSS)

Citation Manager

. "Part II MATHEMATICS- 5 Mathematical Understanding: An Introduction." How Students Learn: History, Mathematics, and Science in the Classroom. Washington, DC: The National Academies Press, 2005.

Please select a format:

BibTeX EndNote RefMan


Page
255
bottomleft bottomright

The following HTML text is provided to enhance online readability. Many aspects of typography translate only awkwardly to HTML. Please use the page image as the authoritative form to ensure accuracy.


How Students Learn: History, Mathematics, and Science in the Classroom

Sherin, M.G. (2001). Developing a professional vision of classroom events. In T. Wood, B.S. Nelson, and J. Warfield (Eds.), Beyond classical pedagogy: Teaching elementary school mathematics (pp. 75-93). Mahwah, NJ: Lawrence Erlbaum Associates.

Sherin, M.G. (2002). A balancing act: Developing a discourse community in a mathematics classroom. Journal of Mathematics Teacher Education, 5, 205-233.

Shuell, T.J. (2001). Teaching and learning in a classroom context. In N.J. Smelser and P.B. Baltes (Eds.), International encyclopedia of the social and behavioral sciences (pp. 15468-15472). Amsterdam: Elsevier.

Siegler, R.S. (1988). Individual differences in strategy choices: Good students, not-so-good students, and perfectionists. Child Development, 59(4), 833-851.

Siegler, R.S. (2003). Implications of cognitive science research for mathematics education. In J. Kilpatrick, W.G. Martin, and D.E. Schifter (Eds.), A research companion to principles and standards for school mathematics (pp. 1289-1303). Reston, VA: National Council of Teachers of Mathematics.

Simon, M.A. (1995). Reconstructing mathematics pedagogy from a constructivist perspective. Journal for Research in Mathematics Education, 26, 114-145.

Starkey, P., Spelke, E.S., and Gelman, R. (1990). Numerical abstraction by human infants. Cognition, 36, 97-127.

Steffe, L.P. (1994). Children’s multiplying schemes. In G. Harel and J. Confrey (Eds.), The development of multiplicative reasoning in the learning of mathematics (pp. 3-39). New York: State University of New York Press.

Steffe, L.P., Cobb, P., and Von Glasersfeld, E. (1988). Construction of arithmetical meanings and strategies. New York: Springer-Verlag.

Sternberg, R.J. (1999). The theory of successful intelligence. Review of General Psychology, 3(4), 292-316.

Stigler, J.W., and Hiebert, J. (1999). Teaching gap. New York: Free Press.

Stigler, J.W., Fuson, K.C., Ham, M., and Kim, M.S. (1986). An analysis of addition and subtraction word problems in American and Soviet elementary mathematics textbooks. Cognition and Instruction, 3(3), 153-171.

Stipek, D., Salmon, J.M., Givvin, K.B., Kazemi, E., Saxe, G., and MacGyvers, V.L. (1998). The value (and convergence) of practices suggested by motivation research and promoted by mathematics education reformers. Journal for Research in Mathematics Education, 29, 465-488.


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

Thornton, C.A., Jones, G.A., and Toohey, M.A. (1983). A multisensory approach to thinking strategies for remedial instruction in basic addition facts. Journal for Research in Mathematics Education, 14(3), 198-203.

Tobias, S. (1978). Overcoming math anxiety. New York: W.W. Norton.


Van de Walle, J.A. (1998). Elementary and middle school mathematics: Teaching developmentally, third edition. New York: Longman.

Van de Walle, J.A. (2000). Elementary school mathematics: Teaching developmentally, fourth edition. New York: Longman.


Wynn, K. (1996). Infants’ individuation and enumeration of actions. Psychological Science, 7, 164-169.

Page
255