SiteTableOfContents:
GeneralwLSU EDCI3124 Syllabus and Calendar
wLSU EDCI 3550 Syllabus and Calendar
PDF of the Common Core State Standards for Mathematics: http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf
Common Core State Standards for Mathematics Main Web Site:
http://www.corestandards.org/Math
Common Core State Standards for Mathematics High School Flip Book
Common Core State Standards for Mathematics 1st Grade Flip Book
LouisianaBelieves
http://www.louisianabelieves.com/academics/common-core-state-standards
http://www.nytimes.com/2011/03/07/education/07winerip.html?pagewanted=1&_r=1
http://www.nytimes.com/2011/03/07/education/07winerip.html?_r=1&pagewanted=print
Inner Life Of A Cell - Full Version.mkv http://www.youtube.com/watch?v=yKW4F0Nu-UY
http://www.npr.org/2013/10/04/191621516/is-too-much-collaboration-a-bad-thing
http://demographics.coopercenter.org/DotMap/index.html
GENERAL:
Notebook Page (grid)
Notebook Page (blank)
Notebook Page (lined)
MultipleChoiceAnswerSheet (92KB file size): wMASTER MultipleChoice Answer Sheet 35Q c060411v4.pdf
MultipleChoiceAnswerSheet (277K file size): wMASTER MultipleChoice Answer Sheet 35Q c082412v1.pdf
Teaching Gap 1 2 3
Teaching Gap 4
Teaching Gap 5 6 7
Teaching Gap 8 9 10 (for students; password different)
Teaching Gap 8 9 10 (for Dr. Ricks; password different)
Romberg's Problematic Features of the School Mathematics Curriculum (wMCORE wMASTER Romberg ProblematicFeaturesOfSchoolMathCurriculum u20130822pm032301v1PR1)
Learning Gap 1 2
Learning Gap 3 4
Learning Gap 5 6
Learning Gap 7 8
Stein et al. Front
Stein et al. 1
Stein et al. 2 & 3
Stein et al. 4 & 5
Big Mathematial Ideas Of Elementary Mathematics (BMI Charts): wMCORE wMASTER BigIdeasOfElementaryMathematics Charts u20150313pm0945v1PR1.pdf
MakingSenseINTRO: wMASTER MakingSense INTRO 030810v1pr.pdf
MakingSense1: wMASTER MakingSense Ch1 030810v1pr.pdf
MakingSense2: wMASTER MakingSense Ch2 030810v1pr.pdf
MakingSense3: wMASTER MakingSense Ch3 030810v1pr.pdf
MakingSense4: wMASTER MakingSense Ch4 030810v1pr.pdf
MakingSense5: wMASTER MakingSense Ch5 030810v1pr.pdf
MakingSense6: wMASTER MakingSense Ch6 030810v1pr.pdf
Principles and Standards of School Mathematics (NCTM, 2000)
National Science Education Standards (once at the website [http://www.nap.edu/openbook.php?record_id=4962], click Sign in to download PDF book and chapters on the left, and follow the directions to download the entire document)
McDermot Millikan Lecture (Atwood) article
Nature Of Science McComas Myths article
4 Column Public School
4 Column Lesson Study Group
Internet Links:
http://rainbowswithinreach.blogspot.ca/
Other Password Protected Course PDF Readings
AddingItUpExecSum:
Available from Adding It Up: Helping Children Learn Mathematics (Free Executive Summary): http://www.nap.edu/catalog/9822.html
AddingItUpExecutiveSummary: Download PDF: http://www.nap.edu/nap-cgi/report.cgi?record_id=9822&type=pdfxsum
AddingItUpExecSum: wMASTER AddingItUpExecutiveSummary 9822_EXS c020112v1PR1
AddingItUpPreface:
AddingItUpPreface available to read online at: http://www.nap.edu/openbook.php?record_id=9822&page=R13 (read the full Preface, which is pages XIII-XV [3 pages])
ACT Framework:
Fraivillig, J. L., Murphy, L. A., & Fuson, K. C. (2002). Advancing children’s mathematical thinking. In J. Sowder & B. Schappelle (Eds.), Lessons learned from research, Chapter 16, (pp. 135–142). Reston, VA: The National Council of Teachers of Mathematics.
(This chapter is adapted from Fraivillig, J. L., Murphy, L. A., & Fuson, K. C. (1999). Advancing children’s mathematical thinking in Everyday Mathematics classrooms. Journal for Research in Mathematics Education, 30, 148–170.)
ACT Framework: wMASTER ACT Framework 011411v1PR
Anderson, P. (1972) More is different. Science, 177(4047).
wMASTER wr AndersonP1972 MoreIsDifferent u20130612pm120901v1.pdf
Behaviorism:
Skinner, B. F. (1953). Science and Human Behavior. New York: The Free Press.
BehaviorismConstructivismSocraticPedagogy:
Boghossian, P. (2006). Behaviorism, constructivism, and Socratic
pedagogy. Educational Philosophy and Theory, 38(6), 713–722.
BehaviorismConstructivismSocraticPedagogy: wMASTER wr Bogghossian2006 ConstructivismBehaviorismSocratic c060712v1PR.pdf
Biesta, G. (2010). Learner, student, speaker: Why it matters
how we call those we teach. Educational Philosophy and Theory,Vol. 42, Nos. 5–6, 2010 doi: 10.1111/j.1469-5812.2010.00684.x
Bishop, A. J. (1988). Mathematics education in its cultural context. Educational Studies in Mathematics 19, 179–191. Download
BoalerOpenClosed:
Boaler, J. (2002). Open and closed mathematics: Student experiences and understandings. In J. Sowder & B. Schappelle (Eds.), Lessons learned from research, Chapter 16, (pp. 135–142). Reston, VA: The National Council of Teachers of Mathematics.
(This chapter is adapted from Boaler, J. (1998). Open and closed mathematics: Student experiences and understandings. Journal for Research in Mathematics Education, 29, 41–62.)
BoalerOpenClosed: wMASTER BoalerOpenClosedClassrooms 011411v1PR
Brownell, W. A. (1947). The Place of Meaning in the Teaching of Arithmetic. Elementary School Journal, 47, 256–65. Download
CanPsychologyBeAScienceOfMind?:
Skinner, B. F. (1990). Can psychology be a science of mind? American
Psychologist, 45(11), 1206–1210.
CanPsychologyBeAScienceOfMind?: wMASTER wr Skinner1990 CanPsychologyBeAScienceOfMind c060612v1PR.pdf
Carpenter, T., Fennema, E., Peterson, P. L., Chiang, C.-P., & Loef, M. (1989). Using knowledge of children’s mathematics thinking in classroom teaching: An experimental study. American Educational Research Journal, 26, 499–531. Download
Cobb, P., & Yackel, E. (1996) Constructivist, emergent, and sociocultural perspectives in the context of developmental research. Educational Psychologist, 31, 175–190. (See ConstructivistEmergentSocioculturalCobbYackel:, below).
CognitionConstructionKnowledgeTeaching:
VonGlasersfeld, E. (1989). Cognition, construction of knowledge,
and teaching. Synthese, 80, 121–140.
CognitionConstructionKnowledgeTeaching: wMASTER wr Glasersfeld1989 CognitionConstructionKnowledgeTeaching c060712v1PR.pdf
Complexification Frontmatter, 1 and 2: Download
Complexification 3 and 4: Download
Complexification 5 and 6: Download (Password different and unique)
Complexification 7 to the End: Download (Password different and unique)
ConstantComparative:
Glaser, B. G. (1965). The constant comparative method of
qualitative analysis. Social Problems, 12, 436–445.
ConstantComparative: wMASTER wr Glaser1965 ConstantComparativeMethod c060812v1PR.pdf
ConstructivismBasics:
ConstructivistEmergentSocioculturalCobbYackel:
Cobb, P., & Yackel, E. (1996). Constructivist, emergent,
and sociocultural perspectives in the context of developmental research. Educational
Psychologist, 31(3/4), 175–190.
ConstructivistEmergentSocioculturalCobbYackel: wMASTER wr Cobb1996 ConstructivistEmergentSociocultural c060712v1PR.pdf
ConstructivismMathScienceEducationCobb:
Cobb, P. (1994). Constructivism in Mathematics and Science
Education
Educational Researcher, 23(7), 4.
ConstructivismMathScienceEducationCobb: wMASTER wr Cobb1994 ConstructivismInMathScienceEd c060712v1PR.pdf
ConstructivismWhatTeachersNeedToKnow:
Applefield, J. M., Huber, R., & Moallem, M. (draft). Constructivism
in theory and practice: Toward a better understanding. Submitted to The High
School Journal.
ConstructivismWhatTeachersNeedToKnow: wMASTER wr Applefield CONSTRUCTIVISMWHATTEACHERSNEEDTOKNOW c060712v1PR.pdf
CROSS-NATIONAL COMPARISON OF REPRESENTATIONAL
COMPETENCE
wMASTER MultiRepresentation 011411v1PR
Crowley, M. L. (1987). The van Hiele model of the
development of geometric thought.
In M. M. Lindquist (ed.), Learning and
Teaching Geometry, K-12, 1987 Yearbook of the National Council of Teachers of
Mathematics, (pp.1–16). Reston, Va.:
National Council of Teachers of Mathematics. DownloadD’Ambrosio, U. (2007). Peace, social justice, and ethnomathematics. The Montana Mathematics Enthusiast, Monograph 1, 25-34. wMCORE wMASTER D'ambrosio2007a u20131023pm1052v1PR1.pdf
D’Ambrosio, U. (2007). Political issues in mathematics education. The Montana Mathematics Enthusiast, Monograph 3, 51-55. wMCORE wMASTER D'Ambosio_Monograph3_pp51_56 u20131023pm1056v1PR1.pdf
Dewey(1904):
Dewey, J. (1904). The Relation of Theory to Practice. In C. A. McMurry (Ed.) The Third Yearbook of the National Society for the Scientific Study of Education (pp. 9–30). University of Chicago.
Dewey(1904): wMASTER Dewey1904 RelationTheoryPractice JustDewey 012611v1PR1.pdf
DeweyAndVygotskySocietyExperienceInquiryGlassman:
Glassman, M. (2001). Dewey and Vygotsky: Society,
experience, and inquiry
in educational practice. Educational Researcher, 30(4), 3–14.
DeweyAndVygotskySocietyExperienceInquiryGlassman:
wMASTER wr Glassman2001 DeweyVygotskySocietyExperienceInquiry c060712v1PR.pdf
Dewey's The Child and the Curriculum
DeweyVygotskySocialAdminPopkewitz:
Popkewitz, T. S. (1998). Dewey, Vygotsky, and the social
administration of the individual: Constructivist pedagogy. American Educational
Research Journal, 35(4), 535–570.
DeweyVygotskySocialAdminPopkewitz: wMASTER wr Popkewitz1998 DeweyVygotskySocialAdministrationOfIndividual c060712v1PR.pdf
DeweyVygotskyThrough
RearViewMirrorPrawatResponseToGlassman:
Prawat,
R. S. (2002). Dewey and Vygotsky Viewed Through the Rearview
Mirror—and
Dimly at That. Educational Researcher, 31(5), 16–20.
DeweyVygotskyThrough
RearViewMirrorPrawatResponseToGlassman: wMASTER wr Prawat2002 ResponseToGlassman c060712v1PR.pdf
Francois, K. (2009). The role of ethnomathematics in mathematics education. Proceedings of CERME 6, January 28th-February 1st 2009, Lyon France. wMCORE wMASTER Ethnomath u20131023pm0947v1 wg8-08-francoisPR1.pdf
Frankenstein, M. (2010). Critical mathematics education: An application of Paulo Freire's epistemology. With an Afterword (2010). Origianlly published in Journal of Education, 165(4), pp. 315-339. wMCORE wMASTER u20131023pm1023v1 Marilyn Frankenstein Critical Mathematics Education PR1
GoodBadUgly:
Phillips, D. C. (1995). The Good, the Bad, and the Ugly: The
many faces of constructivism. Educational Researcher 24(7), 5–12.
GoodBadUgly: wMASTER wr Philips1995 TheGoodTheBadAndTheUglyTheManyFacesOfConstructivism c060712v1PR.pdf
GoodQuestions:
Sullivan, P., & Lillburn, P. (2002). Good questions for math teaching: Why ask them and what to ask [K-6]. Math Solutions Publications: Sausalino, California. [Chapters 1-3]
GoodQuestions: wMASTER GoodQuestions013108v1 c020112v1PR2
GroundedTheory:
Heath, H., & Cowley, S. (2004). Developing a grounded
theory approach: a comparison of Glaser and Strauss. International Journal
of Nursing Studies, 41, 141–150.
GroundedTheory:
HolisticAnalytic:
Malloy. C. E., & Jones, M. G. (2002). An Investigation of African American students’ mathematical problem solving. In J. Sowder & B. Schappelle (Eds.), Lessons learned from research, Chapter 23, (pp. 191–195). Reston, VA: The National Council of Teachers of Mathematics.
(This chapter is adapted from Malloy. C. E., & Jones, M. G. (1998). An Investigation of African American students’ mathematical problem solving. Journal for Research in Mathematics Education, 29, 143–163.)
HolisticAnalytic: wMASTER HolisticAnalytic 011411v1PR.pdf
Hounshell, D. A. ( ). From the American system to mass production.
HowAsianPolishLesson:
Stigler, J., & Stevenson, H. (1991). How Asian teachers
polish each lesson to perfection. American Educator, 12–47.
HowAsianPolishLesson: wMASTER wr Stigler1991 HowAsianTeachersPolishEachLessonToPerfection c060712v1PR.pdf
HowToSayNothingIn500Words:
Roberts, P. (1990) How to say nothing in 500 words. In A. F.
Rosa & V. P. Clark (Eds.), Language Awareness (pp. 429–440). St. Martin’s Press, Inc.: New York.
ImpactOfConstructivismOnEducation:
Jones, M. G., & Brader-Araje, L. (2002). The impact of constructivism
on dducation: Language,
discourse, and meaning. American Communication Journal, 5(3).
ImpactOfConstructivismOnEducation: wMASTER wr Jones TheImpactOfConstructivismOnEducation c060712v1PR.pdf
InfluenceL.S.VygotskEdTheoryResPractice:
Davydov, V. V. (1995). The Influence of L. S. Vygotsky on
Education Theory, Research, and Practice. Educational Researcher, 24(3), 12–21.
InfluenceL.S.VygotskEdTheoryResPractice: wMASTER wr Davydov1995 InfluenceOfVygotsky c060712v1PR.pdf
InventionStrategies:
Carpenter, T. P., Franke. M. L., Jacobs, V. R., Fennema, E., & Empson, S. B. (2002). A longitudinal study of invention and understanding in children’s multidigit addition and subtraction. In J. Sowder & B. Schappelle (Eds.), Lessons learned from research, Chapter 11, (pp. 93–100). Reston, VA: The National Council of Teachers of Mathematics.
(This chapter is adapted from Carpenter, T. P., Franke. M. L., Jacobs, V. R., Fennema, E., & Empson, S. B. (1998). A longitudinal study of invention and understanding in children’s
multidigit addition and subtraction. Journal for Research in Mathematics Education, 29, 3–20.)
InventionStrategies: wMASTER InventionStrategies 011411v1PR.pdf
KnowerKnownFenstermacher:
Fenstermacher, G. D. (1994). Chapter 1: The knower and the
known: The nature of knowledge in research on teaching. Review of Research
in Education, 20, 3–56.
KnowerKnownFenstermacher: wMASTER wr Fenstermacher1994 KnowerKnown c060712v1PR.pdf
Lampert, M. (1990):
Lampert, M. (1990). When the problem is not the question and the solution is not the answer: Mathematical knowing and teaching. American Education Research Journal, 27(1), 29-63.wMASTER wr Lampert WhenTheProblemIsNOTTheQuestion u20130925pm082601v1.pdf
Ma(1999)F123:
Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers' understanding of fundamental mathematics in China and the United States. Mahwah, NJ: Lawrence Erlbaum.
MA(1999)F123: wMASTER_Ma1999_ChF123_021111v1PR1.pdf
Making It Happen:
wMASTER rqfNCTM MakingItHappen CommonCoreStateStandards u20130925pm084101v1PR1.pdf
MakingSenseINTRO: wMASTER MakingSense INTRO 030810v1pr.pdf
MakingSense1: wMASTER MakingSense Ch1 030810v1pr.pdf
MakingSense2: wMASTER MakingSense Ch2 030810v1pr.pdf
MakingSense3: wMASTER MakingSense Ch3 030810v1pr.pdf
MakingSense4: wMASTER MakingSense Ch4 030810v1pr.pdf
MakingSense5: wMASTER MakingSense Ch5 030810v1pr.pdf
MakingSense6: wMASTER MakingSense Ch6 030810v1pr.pdf
MixedAbilityFull:
Linchevski, L., & Kutscher, B. (2002). Tell me with whom you’re learning, and I’ll tell you how much you learned: Mixed-ability versus same-ability grouping in mathematics. In J. Sowder & B. Schappelle (Eds.), Lessons learned from research, Chapter 7, (pp. 47–62). Reston, VA: The National Council of Teachers of Mathematics.
(Reprinted from Journal for Research in Mathematics Education, 29, 533–554.)
MixedAbility3Studies: wMASTER MixedAbility3Studies 011411v1PR
More is Different (see Anderson, P. (1972), above).
MixedAbilitySum:
Linchevski, L., & Kutscher, B. (2002). Tell me with whom you’re learning, and I’ll tell you how much you learned: Mixed-ability versus same-ability grouping in mathematics. In J. Sowder & B. Schappelle (Eds.), Lessons learned from research, Chapter 8, (pp. 63–67). Reston, VA: The National Council of Teachers of Mathematics.
(This article is adapted from Linchevski. L., & Kutscher, B. (1998). Tell me with whom you're learning, and I'll tell you how much you've learned: Mixed-ability versus same-ability grouping in mathematics. Journal for Research in Mathematics Education, 29, 533–554.)
MixedAbilitySum: wMASTER MixedAbility 011411v1PR.pdf
MultipleRepresentations: (see CROSS-NATIONAL COMPARISON OF REPRESENTATIONAL COMPETENCE)
NCTMPrin&Stand:
NCTM. (2000). Principles and standards: Executive summary. Author: Reston, VA.
NCTMPrin&Stand: wMASTER NCTM2000PrinciplesAndStandards ExecutiveSummary c011312v1
O’BrienResponseGlassman:
O’Brien, L. M. (2002). A response to “Dewey and Vygotsky:
Society,
Experience, and Inquiry in Educational Practice”. Educational
Researcher, 31(5), 21–23.
O’BrienResponseGlassman: wMASTER wr OBrienResponse c060712v1PR.pdf
Osberg, D., & Biesta, G. (2008). The emergent curriculum: navigating a complex course between unguided learning and planned enculturation. Journal of Curriculum Studies, 40:3, 313 - 328. URL: http://dx.doi.org/10.1080/00220270701610746
ParticipationAcquisition Metaphor:
Sfard, A. (1998). On Two Metaphors for Learning and the
Dangers of Choosing Just One. Eductional Researcher, 27(2), 4–13.
ParticipationAcquisition Metaphor: wMASTER Sfard1998TwoMetaphors c061511v1PR.pdf
PesekKirshner:
Pesek, D. D., & Kirshner, D. (2002). Interference of instrumental instruction in the subsequent relational learning. In J. Sowder & B. Schappelle (Eds.), Lessons learned from research, Chapter 12, (pp. 101–107). Reston, VA: The National Council of Teachers of Mathematics.
(This article is adapted from Pesek, D. D., & Kirshner, D. (2000). Interference of instrumental instruction in the subsequent relational learning. Journal for Research in Mathematics Education, 31, 524–540.)
PesekKirshner: wMASTER PesekKirshner 011411v1PR.pdf
Pickup Basketball Meets Janken
Originally Gmelch, G. (1999) Pickup basketball meets janken. Japan Quarterly 26(2):24–29.
Also Gmelch, G. (2003?) Pickup basketball meets janken. Annual Editions 02/03: Anthropology (pp. 176–178). McGraw-Hill Companies.
wMCORE wMASTER JapanPracticeBasketball ALL u20140908pm0808v2PR2
PoemAsPuzzle:
Emig, J. A. (1963). The poem
as puzzle. The English Journal, 52(3),
222–224.
PoemAsPuzzle: wMASTER wr Emig1963 PoemAsPuzzle c060712v1PR.pdf
PointDrivenRosenblat:
Vipond, D., & Hunt, R. A. (1984). Point-driven
understanding: Pragmatic and cognitive dimensions of literary reading. Poetics,
13, 261–277.
PointDrivenRosenblat: wMASTER wr Vipond1984 PointDriven c060712v1PR.pdf
PreparingEducationDoctoralStudentsEpistemologicalDiversity:
Pallas, A. M. (2001). Preparing Education Doctoral Students for
Epistemological Diversity. Educational Researcher, 30(5), 6–11.
PreparingEducation DoctoralStudentsEpistemologicalDiversity: wMASTER wr Pallas2001 PreparingEpistemology 060612v1PR.pdf
PutnamAndBorkoNewViews:
Putnam, R. T., & Borko, H. (2000). What do new views of
knowledge and thinking have to say about research on teacher learning? Educational
Researcher, 29(1), 4–15.
PutnamAndBorkoNewViews: wMASTER wr PutnamBorko2000 WhatDoNewViews c060712v1PR.pdf
Montis, K. K. (2002). When a student perpetually struggles. In J. Sowder & B. Schappelle (Eds.), Lessons learned from research, Chapter 9, (pp. 125–128). Reston, VA: The National Council of Teachers of Mathematics.
RedColt: Download directly from NCTM.org (not password protected)
RedColt: wMASTER RedColt 011411v1PR.pdf
Ricks, T. E. (2013, in press). Why always greener on the other side? The complexity of Chinese and U.S. mathematics education. In B. Sriraman, J. Cai, K. H. Lee, F. Lianghuo, Y. Shimuzu, L. C. Sam, & K. Subramanium (eds.), The First Sourcebook on Asian Research in Mathematics Education: China, Korea, Singapore, Japan, Malaysia and India. Information Age Publishing.
Schoenfeld, A. H. (1983). Beyond the purely cognitive: Belief systems, social cognitions,
and metacognitions as driving forces in intellectual performance. Cognitive Science, 7, 329–363. Download
SeveralBridgesTooFar GredlerShields:
Gredler, M. E., & Shields, C. (2000). Several Bridges
Too Far: A Commentary on Richard S. Prawat’s “Dewey Meets the ‘Mozart of
Psychology’ in Moscow: The Untold Story”. American Educational Research
Journal, 40(1), 177–187.
SeveralBridgesTooFar GredlerShields: wMASTER wr Gredler2000 SeveralBridgesTooFar c060712v1PR.pdf
Zinnser, W. (1990). Simplicity. In A. F. Rosa & V. P.
Clark (Eds.), Language Awareness (pp.
451–456). St. Martin’s Press, Inc.: New York.
Simplicity: wMASTER Simplicity 060612v1PR.pdf
SocioculturalApproachesLearningDevelopment:
John-Steiner, V., & Mahn, H. (1996). Sociocultural
approaches to learning and development: A Vygotskian framework. Educational
Psychologist, 31(3/4), 191–206.
SocioculturalApproachesLearningDevelopment:
wMASTER wr Steiner1996 SocioculturalApproaches c061112v1PR1.pdf
Steffe, L. P., & Kieren, T. (1994). Radical constructivism
and mathematics education.
Journal for Research in Mathematics
Education, 25, 711–733. DownloadStein (2008).
DownloadStein, M. K., Engle, R. A., Smith, M. S., & Huges, E. K. (2008). Orchestrating productive mathematical discussions: Five practices for helping teachers move beyond show and tell. Mathematical Thinking and Learning, 10, 313–340. ISSN 1098-6065 print / 1532-7833 online. DOI: 10.1080/10986060802229675: wMCORE rqfscan wMASTER stein_etal_2008_MTL_orchestrating.pdf
Tall, D., & Vinner, S. (1981). Concept image and concept definition in mathematics
with particular reference to limits and continuity. Educational Studies in Mathematics, 12, 151–169. Download
TasksLessonsFromResearch:
Henningsen, M., & Stein, M. K. (2002). Supporting students’ high-level thinking, reasoning, and communication in mathematics. . In J. Sowder & B. Schappelle (Eds.), Lessons learned from research, Chapter 4, (pp. 27–35). Reston, VA: The National Council of Teachers of Mathematics.
(This chapter is adapted from Henningsen, M., & Stein, M, K. (1997). Mathematical tasks and student cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning. Journal for Research in Mathematics Education, 28, 534-549.)TasksLessonsFromResearch: wMASTER TasksLessonsFromResearch 011411v1PR.pdf
TeacherAppropriation:
Jacobson, C., & Lehrer, R. (2002). Teacher appropriation and student learning of geometry through design. In J. Sowder & B. Schappelle (Eds.), Lessons learned from research, Chapter 10, (pp. 85–91). Reston, VA: The National Council of Teachers of Mathematics.
(This chapter is adapted from Jacobson, C., & Lehrer, R. (2000). Teacher appropriation and student learning of geometry through design. Journal for Research in Mathematics Education, 31, 71–88.)TeacherAppropriation: wMASTER TeacherAppropriation 011411v1PR.pdf
TheQualitiesOfGoodWriting:
Berke, J. (1990). The qualities of good writing. In A. F. Rosa & V. P. Clark (Eds.), Language Awareness (pp. 462–466). St. Martin’s Press, Inc.: New York.Thompson, A. G., (1984). The relationship of teachers’ conceptions of mathematics
and mathematics teaching to instructional practice. Educational Studies in Mathematics, 15, 105–127. Download
UnderstandingNatureSciKnowledgeCareySmith:
Carey, S., & Smith, C. (1993). On understanding the
nature of scientific knowledge. Educational Psychologist, 28(3), 235–251.
UnderstandingNatureSciKnowledgeCareySmith: wMASTER wr Carey1993 UnderstandingNatureSciKnowledge c060712v1PR.pdf
UntoldStoryPrawat:
Prawat, R. S. (2000). Dewey meets the "Mozart of
psychology" in Moscow: The untold story. American Educational Research
Journal, 37(3), 663–696.
UntoldStoryPrawat: wMASTER wr Prawat2000 UntoldStory c060712v1PR.pdf
Vergnaud, G. (2009). The theory of conceptual fields. Human Development, 52, 83–94. Download
Vygotsky: Mind in Society:
Vygotsky, L. (1978). Mind in society. Cambridge, MA: Harvard University Press.
Vygotsky: Mind in Society: wMASTER VygotskyMindInSocietyPARTIAL from rqfscanVygotsky8990 c061511v1 c060712v1PR.pdf
Also see (pp. 79–91): wMASTER wr Vygotsky1978 InteractionBetweenLearningAndDevelopment c060712v1PR.pdf
WhereIsMind?Cobb:
Cobb, P. (1994). Where is the mind? Constructivist and sociocultural
perspectives on mathematical development. Educational Researcher, 23(7), 13–20.
WhereIsMind?Cobb: wMASTER wr Cobb1994 WhereIsTheMind c060712v1PR.pdf
