References for MERU Session

Vicki Zack

References for MERU session

University of Ottawa April 17, 2008

Algebraic thinking:

Zack, V. (1995). Algebraic thinking in the upper elementary school: The role of collaboration in making meaning of 'generalisation'. In D. Carraher & L. Meira (Eds.), Proceedings of the Nineteenth International Conference of the International Group for the Psychology of Mathematics Education (PME 19) (Vol. 2, pp. 106-113). Recife, Brazil, July 22-27, 1995.

Graves, B., & Zack, V. (1996). Discourse in an inquiry math elementary classroom and the collaborative construction of an elegant algebraic expression. In L. Puig, & A. Gutiérrez, (Eds.), Proceedings of the Twentieth Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 27-34).Valencia, Spain.

Zack, V. and Graves, B. (2001). Making mathematical meaning through dialogue: "Once you think of it, the z minus three seems pretty weird." In C. Kieran, E. Forman, & A. Sfard (Eds.), Bridging the individual and the social:Discursive approaches to research in mathematics education. Special Issue, Educational Studies in Mathematics, 46, 1-3, 229-271.

Proving:

Zack, V. (1997). "You have to prove us wrong": Proof at the elementary school level. In E. Pehkonen (Ed.), Proceedings of the Twenty-First Conference of the International Group for the Psychology of Mathematics Education (PME 21) (Vol. 4, pp. 291-298), Lahti, Finland, July 14-19, 1997.

Graves, B., & Zack, V. (1997). Collaborative mathematical reasoning in an inquiry classroom. In E. Pehkonen (Ed.) Proceedings of the 21st Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 17-24). Lahti, Finland.

Zack, V. (1999). Everyday and mathematical language in children's argumentation about proof. Educational Review, 51(2). Special issue: The culture of the mathematics classroom. Guest editor: Leone Burton. 129-146.

References continued, p. 2

Zack, V. (2002). Learning from learners: Robust counterarguments in fifth graders' talk about reasoning and proving. In A. D. Cockburn & E. Nardi (Eds.), Proceedings of the Twenty-Sixth International Conference for the Psychology of Mathematics Education (PME 26) (Vol. 4, pp. 433-441), Norwich, United Kingdom, July 21-26, 2002.

Reid, D.A. (2002). Conjectures and refutations in grade 5 mathematics. Journal for Research in Mathematics Education,33(1), 5-29.

Zack, V. & Reid, D. (2003). Good-enough understanding: Theorizing about the learning if complex ideas (Part 1). For the learning of mathematics, 23(3), 43-50. Part 2 of the article is to be published in 24(1).

Zack, V. and Reid, D. A. (2004). Good-enough understanding: Theorizing about the learning of complex ideas (Part 2). For the Learning of Mathematics, 24(1), 25-28.

Reid, D., & Zack, V. (submitted for publication). Aspects of teaching proving and proof in upper elementary school.

Teacher research:

Zack, V. (2006 ). What’s a literature person like you doing, teaching and researching in elementary level mathematics? In C. Langrall (Ed.), Teachers engaged in research: Inquiry into mathematics classrooms, Grades 3-5. (pp. 201-224) Series Editor: D. Mewborn. Reston, VA: National Council of Teachers of Mathematics (NCTM), and Greenwich, CT: Information Age Publishing.

Filename: bib for UofOttawa.doc