An alternative conception of teaching for understanding: Case studies of two first-grade mathematics classes

Beyond Classical Pedagogy: Teaching Elementary School Mathematics

Volumn , Issue , 2014, Pages 27-46

  Carpenter, Thomas P ^a   Ansell, Ellen ^b   Levi, Linda ^a  

^a UNIVERSITY OF WISCONSIN MADISON   (United States)

^b UNIVERSITY OF PITTSBURGH   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85071794644     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781410612335-10     Document Type: Chapter

References (14)

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2. Carpenter, T. P. Fennema, E., Franke, M. L., Levi, L. W., & Empson, S. B. (1999). Children's mathematics: Cognitively guided instruction. Portsmouth, NH: Heinemann.
3. Carpenter, T. P., Franke, M. L., Jacobs, V., & Fennema, E. (1998). A longitudinal study of invention and understanding in children's multidigit addition and subtraction, Journal for Research in Mathematics Education, 29, 3-20.
4. Carpenter, T. P., & Lehrer, R. (1999). Teaching and learning mathematics with understanding. In E. Fennema & T. A. Romberg, (Eds.). Classrooms that promote mathematical understanding (pp. 19-32). Mahwah, NJ: Lawrence Erlbaum Associates.
5. Cobb, P., & Yackel, E. (1996). Constructivist, emergent, and sociocultural perspectives in the context of developmental research, Educational Psychologist, 31, 175-190.
6. Collins, A., Brown, J. S., & Newman, S. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser pp. 453-494. Hillsdale, NJ: Lawrence Erlbaum Associates.
7. Fennema, E., Carpenter, T. P., Franke, M. L., Levi, L. W., & 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.
8. Franke, M. L., Carpenter, T.P., Levi, L., & Fennema, E. (1998, April). Teachers as learners: Developing understanding through children's thinking. Paper presented at the annual meeting of the American Educational Research Association, San Diego.
9. Franke, M. L., Carpenter, T. P., Fennema, E., Ansell, E., & Behrend, J. (1998). Understanding teachers' self-sustaining, generative change in the context of professional development. International Journal of Teaching and Teacher Education, 14, 67-80.
10. Fuson, K., Wearne, D., Hiebert, J., Human, P., Murray, H., Olivier, A., Carpenter, T. P., & Fennema, E. (1997). Children's conceptual structures for multidigit numbers and methods of multidigit addition and subtraction. Journal for Research in Mathematics Education, 28, 130-162.
11. Gagne, R. M. (1977). The conditions of learning (3rd ed.). New York: Holt, Reinhart & Winston.
12. Hiebert, J., Carpenter, T. P., Fennema, E., Fuson, K., Human, P., Murray, H., Olivier, A., Wearne, D. (1997). Making sense: Teaching and learning mathematics with understanding. Portsmouth, NH: Heinemann.
13. Siegler, J., & Hiebert, J. (1998). Back to teaching. Unpublished manuscript.
14. Yackel, E., & Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education, 27, 458-477.