Constructing facilitative teaching

Beyond Classical Pedagogy: Teaching Elementary School Mathematics

Volumn , Issue , 2014, Pages 251-273

  Nelson, Barbara Scott ^a  

^a Educational Development Center   (United States)

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[No Author keywords available]

Indexed keywords

EID: 14844292447     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781410612335-24     Document Type: Chapter

References (14)

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2. rd ed., pp. 328-375). New York: Macmillan.
3. Carpenter, T. P. (1985). Learning to add and subtract: An exercise in problem solving. In E. A. Silver (Ed.), Teaching and learning mathematical problem solving pp. 17-40. Hillsdale, NJ: Lawrence Erlbaum Associates.
4. Cobb, P. & Yackel, E. (1996). Constructivist, emergent, and sociocultural perspectives in the context of developmental research. Journal of Educational Psychology, 31, 175-190.
5. Cobb, P., Yackel, E., & Wood, T. (1993). Learning mathematics: Multiple perspectives, theoretical orientation. In T. Wood, P. Cobb, E. Yackel, & D. Dillon, (Eds.), Rethinking elementary school mathematics: Insights and issues. [Journal for Research in Mathematics Education Monograph Series, No. 6 (pp. 21-32).] Reston, VA: National Council of Teachers of Mathematics.
6. Cohen, D. K. (1995) Teaching practice: Plus ca change… [the more things change the more they remain the same] In P. Jackson (Ed.), Contribution to educational change: Perspectives on research and practice (pp. 27-84). Berkeley, CA: McCutcheon.
7. Franke, M. L., Carpenter, T. P., Levi, L., & Fennema, E. (1998, April). Capturing teachers' generative change: A follow-up study of professional development in mathematics. Paper presented at the Annual meeting of the American Educational Research Association, San Diego, CA.
8. Lantpert, M. (1985). How do teachers manage to teach? Perspectives on the problems in practice. Harvard Education Review, 55, 229-246.
9. Lampert, M, & Ball, D. L. (1999). Aligning teacher education with contemporary K-12 reform visions. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice pp. 33-53. San Francisco: Jossey-Bass.
10. Richardson, V. (1990). Significant and worthwhile change in teaching practice. Educational Researcher, 19, 10-18.
11. Russell, S. J., Schifter, D., Bastable, V., Yaffee, L., Lester, J. B., & Cohen, S. (1995). Learning mathematics while teaching. In B. S. Nelson (Ed.), Inquiry and the development of teaching: Issues in the transformation of mathematics teaching pp. 9-16. Newton, MA: Center for the Development of Teaching, Education Development Center.
12. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 57, 4-14.
13. 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. Hillsdale, NJ: Lawrence Erlbaum Associates.
14. Warren, B., & Rosebery, A. S. (1995). Equity in the future tense: Redefining relationships among teachers, students and science in language minority classrooms. In W. Secada, E. Fennema, & L. Adajian (Eds.), New directions for equity in mathematics education pp. 298-328. New York: Cambridge University Press.