Mathematical Proficiency for All Students: Toward a Strategic Research and Development Program in Mathematics Education

By Deborah Loewenberg Ball | Go to book overview

BIBLIOGRAPHY

Abt Associates. (1993). Prospects: The congressionally mandated study of educational growth and opportunity. Cambridge, Mass.: Abt Associates.

Achieve. (2002). Foundations for success: Mathematics expectations for the middle grades (consultation draft). Washington, DC: National Academy Press.

Aguirre, J. (2002). Moving beyond curriculum reform: Negotiating tensions between collective responsibility and professional autonomy as conditions for teacher learning in math departments. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.

Anyon, J. (1981). Social class and school knowledge. Curriculum Inquiry, 11(1), 3–42. Atweh, B., Bleicher, R. E., & Cooper, T. J. (1998). The construction of the social context of mathematics classrooms: A sociolinguistic analysis. Journal for Research in Mathematics Education, (29)1, 63–82.

Balacheff, N. (1988). Aspects of proof in pupils' practice of school mathematics. In D. Pimm (Ed.), Mathematics, teachers, and children (pp. 216–230). London: Hodder & Stoughton.

Banchoff, T. (Ed.). (1988). ECM/87: Educational computing in mathematics. Proceedings of the International Congress on Educational Computing in Mathematics, Rome, Italy, June, 4–6, 1987. Amsterdam: North Holland.

Barnett, C. S. (1991). Building a case-based curriculum to enhance the pedagogical content knowledge of mathematics teachers. Journal of Teacher Education, 42, 263–272.

Barnett, C. S., Goldenstein, D., Jackson, B., & Bertauski, N. A. (1994). Fractions, decimals, ratios, and percents: Hard to teach and hard to learn? Portsmouth, NH: Heinemann.

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