Teachers Promoting Student Mathematical Reasoning
暂无分享,去创建一个
[1] Amy B. Ellis. Generalizing-Promoting Actions: how Classroom Collaborations Can Support Students Mathematical Generalizations , 2011 .
[2] P. Cobb,et al. Sociomathematical Norms, Argumentation, and Autonomy in Mathematics. , 1996 .
[3] J Mercier,et al. [Communication and language]. , 1981, Soins. Psychiatrie.
[4] M. Goos. Learning mathematics in a classroom community of inquiry , 2004 .
[5] M. Stein,et al. Mathematical Tasks and Student Cognition: Classroom-Based Factors That Support and Inhibit High-Level Mathematical Thinking and Reasoning. , 1997 .
[6] D. Schifter,et al. A research companion to Principles and standards for school mathematics , 2003 .
[7] Mary Mueller,et al. Learning to reason in an informal math after-school program , 2009 .
[8] D. Ben-Zvi,et al. Ariadne's thread, daedalus' wings and the learners autonomy , 2007 .
[9] Barbara S. Edwards,et al. The Teacher's Discourse Moves: A Framework for Analyzing Discourse in Mathematics Classrooms. , 2004 .
[10] Lieven Verschaffel,et al. A Teaching Experiment , 2007 .
[11] C. Kamii,et al. Young Children Reinvent Arithmetic: Implications of Piaget's Theory , 1984 .
[12] C. Maher. How Students Structure Their Own Investigations and Educate Us: What We've Learned from a Fourteen Year Study. , 2002 .
[13] C. Maher,et al. An analytical model for studying the development of learners’ mathematical ideas and reasoning using videotape data☆ , 2003 .
[14] Arthur B. Powell. "So let's prove it!": emergent and elaborated mathematical ideas and reasoning in the discourse and inscriptions of learners engaged in a combinatorial task , 2003 .
[15] Geoffrey Hall,et al. Telling tales , 1985, Nature.
[16] Mary Kay Stein,et al. Building Student Capacity for Mathematical Thinking and Reasoning: An Analysis of Mathematical Tasks Used in Reform Classrooms , 1996 .
[17] Nicolas Balacheff. The Benefits and Limits of Social Interaction: The Case of Mathematical Proof , 1991 .
[18] Carolyn A. Maher,et al. Conditions for promoting reasoning in problem solving: Insights from a longitudinal study , 2005 .
[19] Lyn D. English,et al. Middle Grade Teachers’ Learning through Students’ Engagement with Modeling Tasks* , 2006 .
[20] Carolyn A. Maher,et al. THE DEVELOPMENT OF THE IDEA OF MATHEMATICAL PROOF: A 5-YEAR CASE STUDY , 1996 .
[21] Gerald Kulm,et al. Sixth grade mathematics teachers’ intentions and use of probing, guiding, and factual questions , 2008 .
[22] Mike Thomas,et al. Research on Mathematical Proof , 2002 .
[23] Roy Harris. Communication and language , 1978 .
[24] Through a teacher's lens: children's constructions of division of fractions , 2002 .
[25] Paul Cobb,et al. Conducting Teaching Experiments in Collaboration With Teachers , 2000 .
[26] Blocking the growth of mathematical understanding: A challenge for teaching , 2002 .
[27] Paul Cobb,et al. The emergence of mathematical meaning : interaction in classroom cultures , 2009 .
[28] S. McCrone. The Development of Mathematical Discussions: An Investigation in a Fifth-Grade Classroom , 2005 .
[29] Patricia S. Moyer,et al. Learning to Question: Categories of Questioning Used by Preservice Teachers During Diagnostic Mathematics Interviews , 2002 .
[30] Carolyn A. Maher,et al. Teacher Questioning to Promote Justification and Generalization in Mathematics: What Research Practice Has Taught Us , 1999 .
[31] Carolyn A. Maher,et al. How students structure their investigations and learn mathematics: insights from a long-term study , 2005 .
[32] H. Bauersfeld. "Language Games" in the Mathematics Classroom: Their Func- tion and Their Effects , 2012 .
[33] Elena Steencken,et al. Tracing the growth in understanding of fraction ideas: a fourth grade case study , 2001 .