Teaching Mathematics in Primary Schools

By Robyn Zevenbergen; Shelley Dole et al. | Go to book overview

REFERENCES

Anghileri, J. (2001). Intuitive approaches, mental strategies and standard algorithms. In J. Anghileri (ed. ), Principles and practices in arithmetic teaching: Innovative approaches in the primary classroom (pp. 79–94). Buckingham: Open University Press.

Beishuizen, M. and Anghileri, J. (1998). Which mental strategies in the early number curriculum? A comparison of British ideas and Dutch ideas. Educational Research Journal, 24(5), 519–38.

Carpenter, T. P. and Moser, J. M. (1983). The acquisition of addition and subtraction concepts. In R. Lesh & M. Landau (eds), Acquisiton and mathematics concepts and processes (pp. 7–43). New York: Academic Press.

Cobb, P. (1991). Reconstructing elementary school mathematics. Focus on Learning Problems in Mathematics, 13(2), 3–32.

Fuson, K. (1988). Children's counting and concepts of number. New York: SpringerVerlag.

Gelman, R. and Gallistel, G. P. (1978). The child's understanding of number. Cambridge MA: Harvard University Press.

Gravemeijer, K. (1994). Developing realistic mathematics education. Utrecht, The Netherlands: CD-B Press.

Kouba, V. L. and Franklin, K. (1993). Multiplication and division sense making. In R. J. Jensen (ed. ), Research ideas for the classroom: Early childhood mathematics (pp. 103–26). New York: Macmillan.

McIntosh, A., Reys, B. J. and Reys, R. E. (1992). A proposed framework for examining number sense. For the Learning of Mathematics, 12(3), 2–8.

Steffe, L. (1988). Children's construction of number sequences and multiplying schemes. In J. Hiebert and M. Behr (eds), Number concepts and operations in the middle grades (pp. 117–40). Reston, VA: NCTM.

Steffe, L. P. (1992). Learning stages in the construction of the number sequence. In J. Bideaud, C. Meljac and J. P. Fischer (eds), Pathways to number (pp. 82–98). Hillsdale, NJ: Lawrence Erlbaum.

Steffe, L. P. and Cobb, P. (with E. von Glasersfeld) (1988). Construction of arithmetic meanings and strategies. New York: Springer-Verlag.

Steffe, L. P., von Glasersfeld, E., Richards, J. and Cobb, P. (1983). Children's counting types: Philosophy, theory, and application. New York: Praeger.

Treffers, A. (1991). Didactical background of a mathematics program for primary education. In L. Streefland (ed. ), Realistic mathematics education in primary school. Utrecht, The Netherlands: CD-B Press.

Von Glasersfeld, E. (1982). Subitizing: The role of figural patterns in the development of numerical concepts. Archives de Psychologie, 50, 191–218.

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Teaching Mathematics in Primary Schools
Table of contents

Table of contents

  • Title Page *
  • Foreword v
  • Contents vii
  • About This Book xi
  • About the Authors xiii
  • Chapter 1 - The Changing Face of Primary Mathematics 1
  • Further Reading *
  • References *
  • Chapter 2 - Theoretical Foundations for Contemporary Mathematics Education 21
  • Further Reading *
  • References *
  • Chapter 3 - Language and Mathematics 33
  • Further Reading *
  • References *
  • Chapter 4 - Diversity and Equity 47
  • Further Reading *
  • References *
  • Chapter 5 - Planning for Teaching 63
  • Further Reading *
  • References *
  • Chapter 6 - Assessment 79
  • Further Reading *
  • References 105
  • Chapter 7 - Working Mathematically 106
  • Further Reading *
  • References *
  • Chapter 8 - Early Number 121
  • Further Reading *
  • References 147
  • Chapter 9 - Basic Facts and Mental Computation 149
  • Further Reading 174
  • References *
  • Chapter 10 - Written Algorithms 176
  • Further Reading 196
  • References *
  • Chapter 11 - Rational Number 197
  • Further Reading *
  • References *
  • Chapter 12 - Patterns and Algebra 233
  • Further Reading *
  • References *
  • Chapter 13 - Measurement 250
  • Further Reading *
  • References 280
  • Chapter 14 - Chance and Data 281
  • Further Reading *
  • References *
  • Chapter 15 - Space 310
  • Further Reading *
  • References *
  • Index 340
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