Forum Research Articles
May 09, 2007 Algebra
Forum
Here are the
articles that the forum members read in preparation
for the Algebra Forum
Ball, D., Hill, H., and Bass, H. (2005). Knowing mathematics teaching. American Educator Fall 2005
Bielock, S.L. and Carr, T. H. (2005). When high-powered people fail: Working memory and "choking under pressure" in math. Psychological Science, 16(2), 101-105.
Fuson, K.C. and Abrahamson, D. Word problem types, numerical situation drawings, and a conceptual-phase model to implement an algebraic approach to problem-solving in elementary classrooms.
Jordan, N. et al. (2007). Predicting first-grade math achievement from developmental number sense trajectories. Learning Disabilities Research & Practice, 22(1), 36-46.
Lager, C.A. (2006). Types of mathematics-reading interactions that unnecessarily hinder algebra learning and assessment. Reading Psychology, 27(2-3), 165-204.
Abridged version download: Lager, C.A. (2006). Types of mathematics-reading interactions that
unnecessarily hinder algebra learning and assessment. (abridged early
draft of full article)
National Academy of Sciences, National Academy of Engineering, and Institute of Medicine of the National Academies. (pre-publication). Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future. (2006). Committee on Science, Engineering and Public Policy. Washington, DC: National Academy Press.
National Council of Teachers of Mathematics (2006). Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics: A Quest for Coherence. Reson, VA: National Council of Teachers of Mathematics.
National Mathematics Preliminary Report 2007
National Research Council. (2001). Kilpatrick, K., Swafford, J., and Findell, B., (Eds.) Adding it up: Helping children learn mathematics. Executive Summary. Washington, DC: National Academy Press.
Rittle-Johnson, R. and Star, J. (in press). Does comparing solution methods facilitate conceptual and procedural knowledge? An experimental study on learning to solve equations. Journal of Educational Psychology.
Ball, D., Hill, H., and Bass, H. (2005). Knowing mathematics teaching. American Educator Fall 2005
Bielock, S.L. and Carr, T. H. (2005). When high-powered people fail: Working memory and "choking under pressure" in math. Psychological Science, 16(2), 101-105.
Fuson, K.C. and Abrahamson, D. Word problem types, numerical situation drawings, and a conceptual-phase model to implement an algebraic approach to problem-solving in elementary classrooms.
Jordan, N. et al. (2007). Predicting first-grade math achievement from developmental number sense trajectories. Learning Disabilities Research & Practice, 22(1), 36-46.
Lager, C.A. (2006). Types of mathematics-reading interactions that unnecessarily hinder algebra learning and assessment. Reading Psychology, 27(2-3), 165-204.
Abridged version download: Lager, C.A. (2006). Types of mathematics-reading interactions that
unnecessarily hinder algebra learning and assessment. (abridged early
draft of full article)
National Academy of Sciences, National Academy of Engineering, and Institute of Medicine of the National Academies. (pre-publication). Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future. (2006). Committee on Science, Engineering and Public Policy. Washington, DC: National Academy Press.
National Council of Teachers of Mathematics (2006). Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics: A Quest for Coherence. Reson, VA: National Council of Teachers of Mathematics.
National Mathematics Preliminary Report 2007
National Research Council. (2001). Kilpatrick, K., Swafford, J., and Findell, B., (Eds.) Adding it up: Helping children learn mathematics. Executive Summary. Washington, DC: National Academy Press.
Rittle-Johnson, R. and Star, J. (in press). Does comparing solution methods facilitate conceptual and procedural knowledge? An experimental study on learning to solve equations. Journal of Educational Psychology.
|
