A longitudinal study of learning to use children's thinking in mathematics instruction

Journal for Research in Mathematics Education

Volumn 27, Issue 4, 1996, Pages 403-434

  Fennema, Elizabeth ^a   Carpenter, Thomas P ^a   Franke, Megan L ^b   Levi, Linda ^a   Jacobs, Victoria R ^a   Empson, Susan B ^a  

^a UNIVERSITY OF WISCONSIN MADISON   (United States)

^b UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 21344442990     PISSN: 00218251     EISSN: None     Source Type: Journal    
DOI: 10.2307/749875     Document Type: Article

References (28)

1. Ball, D. B. (1994, March). Developing mathematics reform: What don't we know about teacher learning - but would make good working hypotheses? Paper presented at the conference Teacher Enhancement in Mathematics K-6, Arlington, VA.
2. 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: Multiple research perspectives (pp. 17-40). Hillsdale, NJ: Erlbaum.
3. Carpenter, T. P., & Fennema, E. (1992). Cognitively guided instruction: Building on the knowledge of students and teachers. International Journal of Educational Research, 17, 457-470.
4. Carpenter, T. P., Fennema, E., & Franke, M. L. (1996). Cognitively guided instruction: A knowledge base for reform in primary mathematics instruction. Elementary School Joumal, 97(1).
5. Carpenter, T. P., Fennema, E., Peterson, P. L., & Carey, D. A. (1988). Teachers' pedagogical content knowledge of students' problem solving in elementary arithmetic. Journal for Research in Mathematics Education, 19, 385-401.
6. Carpenter, T. P., 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.
7. Clark, C. M., & Peterson, P. L. (1986). Teachers' thought processes. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 255-296). New York: Macmillan.
8. Cobb, P., Wood, T., & Yackel E. (1990). Classrooms as learning environments for teachers and researchers. In R. Davis, C. Maher, & N. Noddings (Eds.), Constructivist views on the teaching and learning of mathematics. Journal for Research in Mathematics Education Monograph Series, Number 4 (pp. 125-146). Reston, VA: National Council of Teachers of Mathematics.
9. Cobb, P., Wood, T., Yackel, E., & McNeal, E. (1993). Mathematics as procedural instructions and mathematics as meaningful activity: The reality of teaching for understanding. In R. Davis & C. Maher (Eds.), Schools, mathematics and the world of reality (pp. 119-134). Needham Heights, MA: Allyn & Bacon.
10. Cobb, P., Wood, T., Yackel, E., Nichols, J., Wheatley, G., Trigatti, B., & Perlwitz, M. (1991). Assessment of a problem-centered second-grade mathematics project. Journal for Research in Mathematics Education, 22, 3-29.
11. Cobb, P., Yackel, T., & Wood, T. (1992). Interaction and learning in mathematics classroom situations. Educational Studies in Mathematics, 23, 99-122.
12. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
13. Fennema, E., Carpenter, T. P., Franke, M. L., & Carey, D. A. (1992). Learning to use children's mathematical thinking: A case study. In R. Davis & C. Maher (Eds.), Schools, mathematics and the world of reality (pp. 93-117). Needham Heights, MA: Allyn & Bacon.
14. Fennema, E., & Franke, M. L. (1992). Teachers' knowledge and its impact. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 147-164.) New York: Macmillan.
15. Fennema, E., Franke, M. L., Carpenter, T. P., & Carey, D. A. (1993). Using children's knowledge in instruction. American Educational Research Journal, 30, 555-583.
16. Franke, M. L., Fennema, E., Carpenter, T. P., Ansell, E., & Behrend, J. (1995, April). Changing teachers: Interactions between beliefs and classroom practice in the context of elementary school mathematics. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
17. Franke, M. L., Fennema, E., Carpenter, T. P., & Ansell, E. (1992, April). The process of teacher change in cognitively guided instruction. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
18. Fuson, K. (1992). Research on whole number addition and subtraction. In D. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 243-275). New York: Macmillan.
19. Greer, B. (1992). Multiplication and division as models of situations. In D. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 276-295). New York: Macmillan.
20. National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author.
21. National Council of Teachers of Mathematics. (1991). Professional standards for teaching mathematics. Reston, VA: Author.
22. Peterson, P. L., Fennema, E., Carpenter, T. P., & Loef, M. F. (1989). Teachers' pedagogical content beliefs in mathematics. Cognition and Instruction, 6, 1-40.
23. Putnam, R. T., Lampert, M., & Peterson, P. L. (1990). Alternative perspectives on knowing mathematics in elementary schools. In C. B. Cazden (Ed.), Review of research in education, Vol. 16 (pp. 57-150). Washington, DC: American Educational Research Association.
24. Richardson, V. (1990). Significant and worthwhile change in teaching practice. Educational Researcher, 19, 10-18.
25. Schifter, D., & Fosnot, C. T. (1993). Reconstructing mathematics education. New York: Teachers College Press.
26. Simon, M. (1995). Reconstructing mathematics pedagogy from a constructivist perspective. Journal for Research in Mathematics Education, 26, 114-145.
27. Simon, M., & Schifter, D. (1991). Towards a constructivist perspective: An intervention study of mathematics teacher development. Educational Studies in Mathematics, 22, 309-331.
28. Vygotsky, L. S. (1962). Thought and language (E. Hanfmann & G. Vakar, Trans.). Cambridge, MA: M.I.T. Press.