Where mathematics content knowledge matters: Learning about and building on children's mathematical thinking

Beyond Classical Pedagogy: Teaching Elementary School Mathematics

Volumn , Issue , 2014, Pages 135-156

  Warfield, Janet ^a  

^a PURDUE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 3142731647     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781410612335-16     Document Type: Chapter

References (14)

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2. Ball, D. L. (1998, April). Cattell lecture. Paper presented at the annual meeting of the American Educational Research Association. San Diego, CA.
3. Battista, M. T. (1999). The mathematical miseducation of America's youth. Phi Delta Kappan, 80, 425-433.
4. 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.
5. Cobb, P., Wood, T., Yackel, E., & Wheatley, G. (1993). Introduction: Background of the research, (in T. Wood, P. Cobb, E. Yackel, & D. Dillon (Eds.), Rethinking elementary school mathematics: Insights and issues., Oournal of Research in Mathematics Education Monograph No. 6, pp. 1-4). Reston, VA: National Council of Teachers of Mathematics.
6. Fennema, E., Carpenter, T. P., Franke, M. L., Levi, L., Jacobs, V. R., & Empson, S. B. (1996). A longitudinal study of learning to use children's thinking in mathematics instruction. Journal for Research in Mathematics Education, 27, 403-434.
7. 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.
8. 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.
9. Hiebert, J., & Carpenter, T. P. (1992). Learning and teaching with understanding. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning pp. 65-97. New York: Macmillan.
10. Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers' understanding of fundamental mathematics in China and the United States. Mahwah, NJ: Lawrence Erlbaum Associates.
11. Post, T. R., Harel, G., Behr, M. J., & Lesh, R. (1991). Intermediate teachers' knowledge of rational number concepts. In E. Fennema, T. P. Carpenter, & S. J. Lamon (Eds.), Integrating research on teaching and learning mathematics pp. 177-198. Albany, NY: SUNY Press.
12. Schifter, D., & Fosnot, C. T. (1993). Reconstructing mathematics education: Stories of teachers meeting the challenge of reform. New York: Teachers College Press.
13. Thompson, A. (1992). Teachers' beliefs and conceptions. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning pp. 127-146. New York: Macmillan.
14. Warfield, J. (1996). Kindergarten teachers ' knowledge of their children's mathematical thinking: Two case studies. Unpublished doctoral dissertation, University of Wisconsin-Madison.