Saltar a: navegación, buscar
  1. Anghileri, J. 2006. "Scaffolding practices that enhance mathematics learning". Journal of Mathematics Teacher Education, no. 9, pp. 33–52.
  2. Angier, C.; Povey, H. 1999. "One teacher and a class of school students: Their perception of the culture of their mathematics classroom and its construction". Educational Review, vol. 51, no. 2, pp. 147–160.
  3. Anthony, G.; Walshaw, M. 2007. "Effective pedagogy in mathematics"/p‚ngarau: Best evidence synthesis iteration [BES]. Wellington: Ministry of Education.
  4. Askew, M. et al. 1997. Effective teachers of numeracy. London: Kings College.
  5. Carpenter, T.; Fennema, E.; Franke, M. 1996. "Cognitively guided instruction: A knowledge base for reform in primary mathematics instruction". The Elementary School Journal, vol. 97, no. 1, pp. 3–20.
  6. Fraivillig, J.; Murphy, L.; Fuson, K. 1999. "Advancing children’s mathematical thinking in Everyday Mathematics classrooms". Journal for Research in Mathematics Education, vol. 30, no. 2, pp. 148–170.
  7. Henningsen, M.; Stein, M. 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, vol. 28, no. 5, pp. 524–549.
  8. Hill, H.; Rowan, B.; Ball, D. 2005. "Effects of teachers’ mathematical knowledge for teaching on student achievement". American Education Research Journal, no. 42, pp. 371–406.
  9. Houssart, J. 2002. "Simplification and repetition of mathematical tasks: A recipe for success or failure?" The Journal of Mathematical Behavior, vol. 21, no. 2, pp. 191–202.
  10. Hunter, R. 2005. "Reforming communication in the classroom: One teacher’s journey of change". En: Clarkson, P. et al., eds. Building connections: Research, theory and practice (Proceedings of the 28th annual conference of the Mathematics Education Research Group of Australasia, pp. 451–458). Sydney: MERGA.
  11. Lobato, J.; Clarke, D.; Ellis, A. B. 2005. "Initiating and eliciting in teaching: A reformulation of telling". Journal for Research in Mathematics Education, vol. 36, no. 2, pp. 101–136.
  12. Martin, T. S., ed. 2007. Mathematics teaching today: Improving practice, improving student learning, 2nd ed. Reston, VA: National Council of Teachers of Mathematics.
  13. National Research Council. 2001. Adding it up: Helping children learn mathematics. Washington, DC: National Academy Press.
  14. O’Connor, M.C. 2001. "Can any fraction be turned into a decimal? A case study of a mathematical group discussion". Educational Studies in Mathematics, no. 46, pp. 143–185.
  15. Runesson, U. 2005. "Beyond discourse and interaction. Variation: A critical aspect for teaching and learning mathematics". Cambridge Journal of Education, vol. 35, no. 1, pp. 69–87.
  16. Schifter, D. 2001. "Learning to see the invisible". En: Wood, T.; Scott- Nelson, B.; Warfield, J., eds. Beyond classical pedagogy: Teaching elementary school mathematics (pp. 109–134). Mahwah, NJ: Lawrence Erlbaum Associates.
  17. Setati, M.; Adler, J. 2001. "Code-switching in a senior primary class of secondary-language mathematics learners". For the Learning of Mathematics, no. 18, pp. 34–42.
  18. Sfard, A.; Keiran, C. 2001. "Cognition as communication: Rethinking learning-by-talking through multi-faceted analysis of students’ mathematical interactions". Mind, Culture, and Activity, vol. 8, no. 1, pp. 42–76.
  19. Steinberg, R. M.; Empson, S.B.; Carpenter, T.P. 2004. "Inquiry into children’s mathematical thinking as a means to teacher change". Journal of Mathematics Teacher Education, no. 7, pp. 237–267.
  20. Sullivan, P.; Mousley, J.; Zevenbergen, R. 2006. "Teacher actions to maximize mathematics learning opportunities in heterogeneous classrooms". International Journal of Science and Mathematics Education, vol. 4, no. 1, pp. 117–143.
  21. Thomas, M.; Chinnappan, M. 2008. "Teaching and learning with technology: Realising the potential". En: Forgasz, H. et al., eds. Research in Mathematics Education in Australasia 2004–2007 (pp. 165–193). Rotterdam: Sense Publishers.
  22. Watson, A. 2002. "Instances of mathematical thinking among low attaining students in an ordinary secondary classroom". Journal of Mathematical Behavior, no. 20, pp. 461–475.
  23. Watson, A.; De Geest, E. 2005. "Principled teaching for deep progress: Improving mathematical learning beyond methods and material". Educational Studies in Mathematics, no. 58, pp. 209–234.
  24. Watson, A.; Mason, J. 2006. "Seeing an exercise as a single mathematical object: Using variation to structure sense-making". Mathematical Thinking and Learning, no. 8, pp. 91–111.
  25. Wiliam, D. 2007. "Keeping learning on track". En: Lester, F.K., ed. Second handbook of research on mathematics teaching and learning (pp. 1053–1098). Charlotte, NC: NCTM & Information Age Publishing.
  26. Wood, T. 2002. "What does it mean to teach mathematics differently?" En: Barton, B. et al., eds. Mathematics Education in the South Pacific (Proceedings of the 25th annual conference of the Mathematics Education Research Group of Australasia, pp. 61–67). Sydney: MERGA.
  27. Yackel, E.; Cobb, P.; Wood, T. 1998. "The interactive constitution of mathematical meaning in one second grade classroom: An illustrative example". Journal of Mathematical Behaviour, vol. 17, no. 4, pp. 469–488.
  28. Zevenbergen, R.; Lerman, S. 2008. "Learning environments using interactive whiteboards: New learning spaces or reproduction of old technologies". Mathematics Education Research Journal, vol. 20, no. 1, pp. 107–125.