Avoiding Misinterpretations of Piaget and Vygotsky: Mathematical Teaching without Learning, Learning without Teaching, or Helpful Learning-Path Teaching?.
暂无分享,去创建一个
[1] Karen C. Fuson,et al. Research on whole number addition and subtraction. , 1992 .
[2] Brian Butterworth,et al. The Mathematical Brain , 1999 .
[3] K. Fuson,et al. Korean Children's Single-Digit Addition and Subtraction: Numbers Structured by Ten. , 1992 .
[4] David C. Geary,et al. Children's Mathematical Development: Research and Practical Applications , 1996 .
[5] K. Miller,et al. Preschool Origins of Cross-National Differences in Mathematical Competence: The Role of Number-Naming Systems , 1995 .
[6] Karen C. Fuson,et al. A Design Framework for Teaching, Learning Activities Supporting Latino First Graders' Ten-Structured Thinking in Urban Classrooms , 1996, ICLS.
[7] Ann Dowker,et al. Individual differences in arithmetic , 2012, Individual Differences in Arithmetic.
[8] D. Stamatis. Addition and Subtraction of Whole Numbers , 2001 .
[9] Robbie Case,et al. The Role of Central Conceptual Structures in the Development of Children's Thought , 1995 .
[10] P. Starkey,et al. Enhancing young children’s mathematical knowledge through a pre-kindergarten mathematics intervention , 2004 .
[11] D. Clements,et al. Early Childhood Mathematics Learning , 2009 .
[12] T. P. Carpenter,et al. Children's Conceptual Structures for Multidigit Numbers and Methods of Multidigit Addition and Subtraction. , 1997 .
[13] Paul Cobb,et al. Construction of Arithmetical Meanings and Strategies , 1987 .
[14] John Richards,et al. The Acquisition and Elaboration of the Number Word Sequence , 1982 .
[15] J. Piaget. The Child's Conception of Number , 1953 .
[16] Catherine Sophian,et al. Early Developments in Children's Understanding of Number: Inferences about Numerosity and One-to-One Correspondence. , 1988 .
[17] Robert J. Wright,et al. Teaching Number: Advancing Children's Skills and Strategies , 2002 .
[18] Karen C. Fuson,et al. More Complexities in Subtraction. , 1984 .
[19] Robert J. Wright,et al. A mathematics recovery: Program of intervention in early number learning , 2003 .
[20] Douglas A. Grouws,et al. Handbook of research on mathematics teaching and learning , 1992 .
[21] Jamie I. D. Campbell. Handbook of mathematical cognition , 2004 .
[22] G. Vergnaud,et al. The Theory of Conceptual Fields , 2009, Human Development.
[23] J. Hiebert. Making Sense: Teaching and Learning Mathematics with Understanding , 1997 .
[24] Koeno Gravemeijer,et al. The role of contexts and models in the development of mathematical strategies and procedures , 1997 .
[25] Robert J. Wright. Mathematics Recovery: An Early Number Program Focusing on Intensive Intervention , 2008 .
[26] P. Cobb. An Analysis of Three Models of Early Number Development , 1987 .
[27] Leslie P. Steffe,et al. Children's counting types: Philosophy, theory, and application , 1983 .
[28] Gaea Leinhardt,et al. Analysis of Arithmetic for Mathematics Teaching , 1992 .
[29] H. Ginsburg,et al. Chinese and English Mathematics Language: The Relation Between Linguistic Clarity and Mathematics Performance , 2001 .
[30] C. Kamii,et al. Young Children Continue to Reinvent Arithmetic--3rd Grade: Implications of Piaget's Theory , 1994 .
[31] J. Sarama,et al. Effects of a Preschool Mathematics Curriculum: Summative Research on the Building Blocks Project , 2007 .
[32] Frank K. Lester,et al. Second handbook of research on mathematics teaching and learning : a project of the National Council of Teachers of Mathematics , 2007 .
[33] Charles J. Brainerd. Children's Logical and Mathematical Cognition: Progress in Cognitive Development Research. , 1982 .
[34] Aki Murata. Paths to Learning Ten-Structured Understandings of Teen Sums: Addition Solution Methods of Japanese Grade 1 Students , 2004 .
[35] Nancy C. Jordan,et al. Mathematical thinking and learning difficulties. , 2003 .
[36] Robert J. Wright,et al. Early Numeracy: Assessment for Teaching and Intervention , 2000 .
[37] J. L. Austin,et al. Language and mathematical education , 1979 .
[38] K. Fuson,et al. SUBTRACTING BY COUNTING UP: MORE EVIDENCE , 1988 .
[39] Karen C. Fuson,et al. Conceptual Structures for Multiunit Numbers: Implications for Learning and Teaching Multidigit Addition, Subtraction, and Place Value , 1990 .
[40] John D. Bransford,et al. How Students Learn: Mathematics in the Classroom. , 2005 .
[41] Lorna J. Morrow,et al. The teaching and learning of algorithms in school mathematics , 1998 .
[42] Julie Sarama,et al. Experimental Evaluation of the Effects of a Research-Based Preschool Mathematics Curriculum , 2008 .
[43] A. Dowker. Numeracy Recovery with Children with Arithmetical Difficulties: Intervention and Research , 2008 .
[44] Robbie Case,et al. The Mind's Staircase: Exploring the Conceptual Underpinnings of Children's Thought and Knowledge , 1991 .
[45] Janet Bowers,et al. A Contextual Investigation of Three-Digit Addition and Subtraction. , 1998 .
[46] L. S. Vygotksy. Mind in society: the development of higher psychological processes , 1978 .
[47] Mary K. Hoard,et al. Learning Disabilities in Arithmetic and Mathematics Theoretical and Empirical Perspectives , 2004 .
[48] Robert J. Wright,et al. Teaching Number in the Classroom with 4-8 Year Olds , 2006 .
[49] Robert S. Siegler,et al. Rightstart: Providing the central conceptual prerequisites for first formal learning of arithmetic to students at risk for school failure. , 1994 .
[50] Geetha B. Ramani,et al. Promoting broad and stable improvements in low-income children's numerical knowledge through playing number board games. , 2008, Child development.
[51] L. Vygotsky,et al. Thought and Language , 1963 .
[52] D. Clements,et al. Learning and Teaching Early Math: The Learning Trajectories Approach , 2009 .