Kartläggning av forskning om formativ bedömning, klassrumsundervisning och läromedel i matematik : Delrapport från skolforsk-projektet

The current project focuses on mathematics education, and is partitioned into three subprojects mapping research on formative assessment, classroom teaching, and curriculum programs in mathematics. ...

[1]  Laurie Sleep,et al.  MKT and curriculum materials are only part of the story: Insights from a lesson on fractions , 2012 .

[2]  Denisse R. Thompson,et al.  Opportunities to Learn Reasoning and Proof in High School Mathematics Textbooks , 2012 .

[3]  M. Valcke,et al.  Teachers’ views of mathematics textbook series in Flanders: Does it (not) matter which mathematics textbook series schools choose? , 2013 .

[4]  Charalambos Y. Charalambous,et al.  A Comparative Analysis of the Addition and Subtraction of Fractions in Textbooks from Three Countries , 2010 .

[5]  Miriam Gamoran Sherin,et al.  Curriculum strategy framework: investigating patterns in teachers’ use of a reform‐based elementary mathematics curriculum , 2009 .

[6]  Jeremy Roschelle,et al.  Integration of Technology, Curriculum, and Professional Development for Advancing Middle School Mathematics , 2010 .

[7]  Gabriel J. Stylianides,et al.  Reasoning-and-Proving in School Mathematics Textbooks , 2009 .

[8]  Thomas R. Post,et al.  Standards -based Mathematics Curricula and Middle-Grades Students' Performance on Standardized Achievement Tests , 2008 .

[9]  Andreas J. Stylianides,et al.  Studying the classroom implementation of tasks: High-level mathematical tasks embedded in ‘real-life’ contexts , 2008 .

[10]  Claudia Olaciregui,et al.  The effects of a concept map-based information display in an electronic portfolio system on information processing and retention in a fifth-grade science class covering the Earth's atmosphere , 2008, Br. J. Educ. Technol..

[11]  Gregory J. Palardy,et al.  Teacher Effectiveness in First Grade: The Importance of Background Qualifications, Attitudes, and Instructional Practices for Student Learning , 2008 .

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[13]  C. Coburn,et al.  The Embeddedness of Teachers’ Social Networks , 2013 .

[14]  Tao Wang,et al.  How do exemplary Chinese and U.S. mathematics teachers view instructional coherence? , 2014 .

[15]  Stacy Ann Brown,et al.  Reconceiving Fidelity of Implementation: An Investigation of Elementary Whole-Number Lessons , 2009 .

[16]  Vanessa Sena Tomaz,et al.  The role of visual representations for structuring classroom mathematical activity , 2012 .

[17]  Amy Noelle Parks,et al.  Metaphors of hierarchy in mathematics education discourse: the narrow path , 2010 .

[18]  Michael R. Harwell,et al.  The Impact of Prior Mathematics Achievement on the Relationship Between High School Mathematics Curricula and Postsecondary Mathematics Performance, Course-Taking, and Persistence , 2010 .

[19]  Tutita M. Casa,et al.  The Impact of Challenging Geometry and Measurement Units on the Achievement of Grade 2 Students , 2013 .

[20]  Shawn Y. Stevens,et al.  Understanding Pedagogical Design Capacity through Teachers' Narratives. , 2011 .

[21]  Thomas L. Good,et al.  Teacher Support of Student Autonomy in Comprehensive School Reform Classrooms , 2008, Teachers College Record: The Voice of Scholarship in Education.

[22]  Paul Cobb,et al.  The Consequences of Experimentalism in Formulating Recommendations for Policy and Practice in Mathematics Education , 2008 .

[23]  Charalambos Y. Charalambous,et al.  Teaching (un)Connected Mathematics: Two teachers' enactment of the Pizza problem , 2012 .

[24]  Jeffrey Choppin,et al.  The Impact of Professional Noticing on Teachers' Adaptations of Challenging Tasks , 2011 .

[25]  Annemarie Sullivan Palincsar,et al.  Designing Educative Curriculum Materials: A Theoretically and Empirically Driven Process , 2014 .

[26]  Andrew M. Tyminski,et al.  Using Educative Curriculum Materials to Support the Development of Prospective Teachers’ Knowledge , 2014 .

[27]  Charalambos Y. Charalambous,et al.  Teacher knowledge, curriculum materials, and quality of instruction: Lessons learned and open issues , 2012 .

[28]  Cory Koedel,et al.  Is curriculum quality uniform? Evidence from Florida , 2013 .

[29]  Mary Ann Huntley,et al.  Measuring curriculum implementation , 2009 .

[30]  Çiğdem Haser,et al.  Learning to teach in the national curriculum context , 2010 .

[31]  Mary Kay Stein,et al.  Selecting and Supporting the Use of Mathematics Curricula at Scale , 2010 .

[32]  Mary Kay Stein,et al.  Architectures for Learning: A Comparative Analysis of Two Urban School Districts , 2008, American Journal of Education.

[33]  Steven L. Kramer,et al.  An Existence Proof: Successful Joint Implementation of the IMP Curriculum and a 4 x 4 Block Schedule at a Suburban U.S. High School. , 2008 .

[34]  Wendy S. Bray,et al.  A collective case study of the influence of teachers' beliefs and knowledge on error-handling practices during class discussion of Mathematics , 2011 .

[35]  Joke Voogt.  Teacher factors associated with innovative curriculum goals and pedagogical practices: differences between extensive and non-extensive ICT-using science teachers , 2010, J. Comput. Assist. Learn..

[36]  Sara E. Rimm-Kaufman,et al.  Introducing an observational measure of standards-based mathematics teaching practices: Evidence of validity and score reliability , 2014 .

[37]  Florence Mihaela Singer,et al.  Teaching and Learning Cycles in a Constructivist Approach to Instruction. , 2008 .