Math 506A Fall 2004 Reading List

Math 506A Fall 2004 Reading List

Boaler, J. (1998). Open and closed mathematics: Student experiences and understandings. Journal for Research in Mathematics Education, 29(1), 41-62.

Cobb, P., & Bauersfeld, H. (1995). Introduction: The coordination of the psychological and sociological perspectives in mathematics education. In P. Cobb & H. Bauersfeld (Eds.), The emergence of mathematical meaning: Interactions in classroom cultures (pp. 1-16). Hillsdale, NJ: Erlbaum.

Confrey, J. (1993). Learning to see children’s mathematics: Crucial challenges in constructivist reform. In K. Tobin (Ed.), The practice of constructivism in science education (pp. 299-324). Washington, DC: AAAS.

Confrey, J. (1994). A theory of intellectual development: Part I. For the Learning of Mathematics, 14(3), 2-8.

Confrey, J. (1995). A theory of intellectual development: Part II. For the Learning of Mathematics, 15(1), 38-48.

Confrey, J. (1995). A theory of intellectual development: Part III. For the Learning of Mathematics, 15(2), 36-45.

Davis, B. (1996). Teaching mathematics: Toward a sound alternative. New York: Garland.

Ernest, P. (1996). Varieties of constructivism: A framework for comparison. In L. P. Steffe, P. Nesher, P. Cobb, G. A. Goldin, & B. Greer (Eds.), Theories of mathematical learning (pp. 335-350). Mahwah, NJ: Erlbaum.

Even, R., & Schwarz, B. B. (2003). Implications of competing interpretations of practice for research and theory in mathematics education. Educational Studies in Mathematics, 54, 283-313.

Gergen, K. J. (1995). Social construction and the educational process. In L. P. Steffe & J. Gale (Eds.), Constructivism in education (pp. 17-39). Hillsdale, NJ: Erlbaum.

Heaney, T. (n.d.). Issues in Freirean pedagogy. Retrieved November 30, 1997, from http://nlu.nl.edu/ace/Resources/Documents/FreireIssues.html#Liberatory

Hiebert, J., & Carpenter, T. P. (1992). Learning and teaching with understanding. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning. New York: Macmillan.

Hufford-Ackles, K., Fuson, K. C., & Sherin, M. G. (2004). Describing levels and components of a math-talk learning community. Journal for Research in Mathematics Education, 35(2), 81-116.

Kilpatrick, J. (1992). A history of research in mathematics education. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning. New York: Macmillan.

Lerman, S. The social turn in mathematics education research. In J. Boaler (Ed.), Multiple perspectives on mathematics teaching and learning (pp. 19-44). Westport, CT: Ablex.

Lesh, R., & Doerr, H. M. (2003). Foundations of a models and modeling perspective on mathematics teaching, learning, and problem solving. In R. Lesh & H. M. Doerr (Eds.), Beyond constructivism: Models and modeling perspectives on mathematics problem solving, learning, and teaching (pp. 3-33). Mahwah, NJ: Erlbaum.

O’Conner, M. C. (1998). Language socialization in the mathematics classroom: Discourse practices and mathematical thinking. In M. Lampert & M. L. Blunk (Eds.), Talking mathematics in school: Studies of teaching and learning (pp. 17-55). Cambridge: Cambridge University Press.

Outhred, L. N., & Mitchelmore, M. C. (2000). Young children’s intuitive understanding of rectangular area measurement. Journal for Research in Mathematics Education, 31(2), 144-167.

Romberg, T. A. (1992). Perspectives on scholarship and research methods. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning. New York: Macmillan.

Schoen, H. L., & Hirsch, C. R. (2003). The Core-Plus mathematics project: Perspectives and student achievement. In S. L. Senk & D. R. Thompson (Eds.), Standards-based school mathematics curricula: What are they? What do students learn? (pp. 311-343). Mahwah, NJ: Erlbaum.

Sfard, A. (1994). Mathematical practices, anomalies and classroom communication problems. In P. Ernest (Ed.), Constructing mathematical knowledge: Epistemology and mathematical education (pp. 248-273). Bristol, PA: Falmer Press.

Sierpinska, A., & Lerman, S. (1996). Epistemologies of mathematics and of mathematics education. In A. J. Bishop (Ed.), International handbook of mathematics education (pp. 827-876). Netherlands: Kluwer.

Simon, M. (1995). Reconstructing mathematics pedagogy from a constructivist perspective. Journal for Research in Mathematics Education, 26(2), 114-145.

Simon, M. (1997). Developing new models of mathematics teaching: An imperative for research on mathematics teacher development. In E. Fennema & B. S. Nelson (Eds.), Mathematics teachers in transition (pp. 55-86). Mahwah, NJ: Erlbaum.

Szydlik, J. E. (2000). Mathematical beliefs and conceptual understanding of the limit of a function. Journal for Research in Mathematics Education, 31(3), 258-276.

Tobin, K., & Tippins, D. (1993). Constructivism as a referent for teaching and learning. In K. Tobin (Ed.), The practice of constructivism in science education (pp. 3-21). Washington, DC: AAAS.

von Glasersfeld, E. (manuscript). Piaget’s constructivist model of knowing and learning.

von Glasersfeld, E. (1995). A constructivist approach to teaching. In L. P. Steffe & J. Gale (Eds.), Constructivism in education (pp. 3-15). Hillsdale, NJ: Erlbaum.

Watson, J. M., & Moritz, J. B. (2003). Fairness of dice: A longitudinal study of students’ beliefs and strategies for making judgements. Journal for Research in Mathematics Education, 34(4), 270-304.

Wertsch, J. V., & Toma, C. (1995). Discourse and learning in the classroom: A sociocultural approach. In L. P. Steffe & J. Gale (Eds.), Constructivism in education (pp. 159-174). Hillsdale, NJ: Erlbaum.

Yackel, E., & Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education, 27(4), 458-477.