Issues and Resources -- Other Sources

Exploring Perceived Personal and Social Gender Stereotypes of Maths with Secondary Students: An Explanation for Continued Gender Differences in Participation?
H. M. G. Watt.
New-South-Wales, 2000.

The effects of instruction in solving mathematical word problems for students with learning problems a meta-analysis.
Y. P. Xin & A. K. Jitendra.
The Journal of Special Education, 1999, 32:4, 207-225.

Using Modeling, Manipulatives, and Mnemonics with Eighth-Grade Math Students.
D. H. Allsopp.
Teaching Exceptional Children, 1999, 32:2, 74-81.

Preparing Students for Modern Work: Lessons from Automobile Manufacturing.
J. P. Smith III.
Mathematics Teacher, 1999, 92:3, 254-258.

General Educators' Instructional Adaptation for Students with Learning Disabilities.
L. S. Fuchs & D. Fuchs.
Learning Disability Quarterly, 1998, 21:1, 23-33.

Effects of mathematical word problem solving by students at risk or with mild
disabilities.
A. K. Jitendra; C. C. Griffin & K. E. McGoey.
The Journal of Educational Research (Washington, DC), 1998, 91:6, 345-355.

Tell me with whom you're learning, and I'll tell you how much you've learned: mixed-ability versus same-ability grouping in mathematics.
L. K. Linchevski & Bilha.
Journal for Research in Mathematics Education, 1998, 29:5, 533-554.

Creating a strong foundation for mathematics learning with kindergarten peer-assisted learning strategies.
L. S. Fuchs; D. Fuchs & K. Karns.
Teaching Exceptional Children, 2001, 33:3, 84-87.

Capturing students' interests a quest to discover mathematics potential.
G. Kersaint & M. F. Chappell.
Teaching Children Mathematics, 2001, 7:9, 512-517.

Fair and Unfair Testing Accommodations.
L. S. Fuchs & D. Fuchs.
School Administrator, 1999, 56:10, 24-27.

Mathematics Instruction and PASS Cognitive Processes: An Intervention Study.
J. A. Naglieri & S. H. Gottling.
Journal of Learning Disabilities, 1997, 30:5, 513-520.

A Life Skills Approach to Mathematics Instruction: Preparing Students with Learning Disabilities for the Real-Life Math Demands of Adulthood.
J. R. Patton & et al.
Journal of Learning Disabilities, 1997, 30:2, 178-187.

Mathematics Instruction for Elementary Students with Learning Disabilities.
C. A. Thornton & et al.
Journal of Learning Disabilities, 1997, 30:2, 142-150.

Achieving Meaningful Mathematics Literacy for Students with Learning Disabilities.
S. R. Goldman & et al.
Journal of Learning Disabilities, 1997, 30:2, 198-208.

How do American Indian fifth and sixth graders perceive mathematics and the mathematics classroom?
J. R. C. Mather.
Journal of American Indian Education, 1997, 36(Winter), 9-18.

Cognitive Arithmetic and Problem Solving: A Comparison of Children with Specific and General Mathematics Difficulties.
N. C. Jordan & T. O. Montani.
Journal of Learning Disabilities, 1977, 30:6, 624-634.

Math Interventions for Students with Learning Disabilities: Myths and Realities.
J. E. Fleischner & M. A. Manheimer.
School Psychology Review, 1997, 26:3, 397-413.

Effects of Task-Focused Goals on Low-Achieving Students with and without Learning Disabilities.
L. S. Fuchs; D. Fuchs; K. Karns; C. L. Hamlett; M. Katzaroff & S. Dutka.
American Educational Research Journal, 1997, 34:3, 513-543.

Improving peers' helping behavior to students with learning disabilities during mathematics peer tutoring.
J. L. Bentz & L. S. Fuchs.
Learning Disability Quarterly, 1996, 19(Fall), 202-215.

Observing Collaborative Problem-Solving Processes and Outcomes.
Felicia L Wilczenski; Terry Bontrager; Paula Ventrone & Margaret Correia.
Psychology in the Schools, 2001, 38:3, 269-281.

'I Don't Know If I'm Doing It Right or I'm Doing It Wrong!' Unresolved Uncertainty in the Collaborative Learning of Mathematics.
Merrilyn Goos.
Teaching Mathematics in New Times, Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia Incorporated, Volume 1, 1998.

Student Portfolios in Mathematics.
Donita Robinson.
Mathematics Teacher, 1998, 91:4, 318-25.

Using Rubrics in High School Mathematics Courses.
Denisse R. Thompson & Sharon L. Senk.
Mathematics Teacher, 1998, 91:9, 786-93.

A Norm-Referenced, Performance-Based Mathematics Test Proves To Be Better at Revealing Effects of a Student-Driven Algebra Curriculum.
Morris K. Lai; Annette N. Matsumoto; Donald B. Young & Barbara J. Dougherty.
Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA, April 13-17, 1998.

Assessment and Grading in High School Mathematics Classrooms.
Sharon L. Senk; Charlene E. Beckmann, & Denisse R. Thompson.
Journal for Research in Mathematics Education, 1997, 28:2, 187-215.

Assessing Mathematical Problem-Solving.
Marjorie Montague.
Learning Disabilities Research and Practice, 1996, 11:4, 238-48.

Blazing a Portfolio Trail-Without a Crystal Ball.
Cathleen Rafferty & Marylin Leinenbach.
Middle School Journal, 1996, 28:1, 27-32.

New Assessment Practices in Mathematics.
Linda Schulman.
Journal of Education, 1996, 178:1, 61-71

Educational Assessment of Mathematics Skills and Abilities.
Brian R. Bryant & Dianne Pedrotty.
Rivera Journal of Learning Disabilities, 1996, 30:1, 57-68.

Portfolio Assessment in Mathematics.
Lynn Columba & Kathleen A. Dolgos.
Reading Improvement, 1995, 32:3, 174-76.

Changing Assessment Practices in Science and Mathematics.
Sarah B. Berenson.
School Science and Mathematics, 1995, 95:4, 182-86.

Mathematics Instruction in Korean Primary Schools: Structures, Processes, and a Linguistic Analysis of Questioning.
Janice Grow-Maienza; Dae-Dong Hahn & Chul-An Joo.
Journal of Educational Psychology, 93:2, 363-376.

Developing Conceptual Understanding and Procedural Skill in Mathematics: An Iterative Process.
Rittle-Johnson, Bethany; Siegler, Robert S & Alibali, Martha Wagner.
Journal of Educational Psychology, 2001, 93:2, 346-362.

The Use of Investigative Methods in Teaching and Learning Primary Mathematics in the Northern Province Schools (South Africa): A Case Study.
Mokgobo Sebela.
In Mathematics Education beyond 2000: Proceedings of the Annual Meeting of the Mathematics Education Research Group of Australasia, 23rd, Fremantle, Western
Australia, Australia, July 5-9, 2000. Volume 1 and Volume 2.

The Perceptions and Practice of Assessment in Mathematics Education of Teachers of Years 3 and Year 6 Students.
Maxine Pfannkuch.
In Mathematics Education beyond 2000: Proceedings of the Annual Meeting of the Mathematics Education Research Group of Australasia, 23rd, Fremantle, Western
Australia, Australia, July 5-9, 2000. Volume 1 and Volume 2.

Framing French Success in Elementary Mathematics Curriculum and Pedagogy: Implications for American Educators.
Frances C. Fowler & Thomas S. Poetter, 1999.

Implementing the Assessment Standards for School Mathematics: Re: Alignment. Vena M. Long & Christine Benson.
Mathematics Teacher, 1998, 91:6, 504-07.

National Tests: educating teachers about their children’s mathematical thinking.
J. T. Ryan; J. S. Williams & B. A. Doig.
From Proceedings of the Conference of the International Group for the Psychology of Mathematics Education, 22nd, Stellenbosch, South Africa, July 12-17, 1998. Volume 4.

The End of Innocence: A Critique of "Ethnomathematics".
Renuka Vithal & Ole Skovsmose.
Educational Studies in Mathematics, 1997, 34:2, 131-157.

What We Can Learn from Japanese Teachers’ Manuals.
Alice Gill.
American Educator, 1995, 19:1, 14-15.

International Comparisons in Education: Curriculum, Values, and Lessons.
Alberta Department of Education, 1992.

Solving the Math Problem: Exploring Mathematics Achievement in Japanese and American Middle Grades.
Maryellen Schaub & David P. Baker.
American Journal of Education, 1991, 99:4, 623-42.

Classroom and Teacher Effects In Mathematics Achievement: Results from TIMSS.
Stephen Lamb & Sue Fullerton.
In Mathematics Education beyond 2000: Proceedings of the Annual Meeting of the Mathematics Education Research Group of Australasia, 23rd, Fremantle, Western
Australia, Australia, July 5-9, 2000. Volume 1 and Volume 2.

Mathematics Teachers Acting As Informal Assessors: Practices, Problems and Recommendations.
Anne Watson.
Educational Studies in Mathematics, 2000, 41:1, 69-91.

School Effectiveness and Teacher Effectiveness in Mathematics: Some Preliminary Findings from the Evaluation of the Mathematics Enhancement Programme (Primary).
Daniel Muijs & David Reynolds.
School Effectiveness and School Improvement, 2000, 11:3, 273-303.

Factors that Influence Teachers Learning to Do Interviews to Understand Students’ Mathematical Understandings.
Kathleen Heid; Glendon W. Blume; Rose Mary Zbeik & Barbara S. Edwards.
Educational Studies in Mathematics, 1999, 37:3, 223-249.

Licensing Beginning Mathematics Teachers: A Performance-Based Assessment.
William B. Jr. Weber.
Paper presented at the Annual Meeting of the American Educational Research Association , Chicago, IL, March 24-28, 1997.

Teachers’ Knowledge of Pupils’ Errors in Algebra.
Ellam K. Wanjala & Anthony Orton.
In Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (PME 20), 20th, Valencia, Spain, July 8-12, 1996. Volume 4.

"E" is for Exemplary.
Paul C. Beisenhertz.
Science and Children, 1993, 31:1, 22-24.

Teacher Judgment of Student Mastery of Math Skills.
Johnell L. Bentz & Lynn S. Fuchs.
Diagnostique, 1993, 18:3, 213-232.

Implementing the Professional Standards for Teaching Mathematics: The Role of Reflection in Teaching.
Lynn C. Hart; Karen Schultz; Deborah Najee-ullah & Linda Nash.
Arithmetic Teacher, 1992, 40:1, 40-42.

From Grounding Metaphors to Technological Devices: A Call for Legitimacy in School
Mathematics.
Luciana Bazzini.
Educational Studies in Mathematics, 2001, 47:3, 259-271.

Provincial Testing: Multiyear Report 1996--1997 to 2000--2001.
Alberta Learning, 2001. http://www.learning.gov.ab.ca/k_12/testing/results_2001/ach_multiyr.asp#gr9_math.

Bridging the Gap: A Challenge for the Dual Community.
John A. Malone.
In Mathematics Education beyond 2000: Proceedings of the Annual Meeting of the
Mathematics Education Research Group of Australasia , 23rd, Fremantle, Western
Australia, Australia, July 5-9, 2000. Volume 1 and Volume 2.

Towards a Framework for Numeracy Assessment.
Rosemary Callingham & Patrick Griffin.
In Mathematics Education beyond 2000: Proceedings of the Annual Meeting of the
Mathematics Education Research Group of Australasia, 23rd, Fremantle, Western
Australia, Australia, July 5-9, 2000. Volume 1 and Volume 2.

Measuring NCTM-Recommended Practices and Student Achievement with TIMSS.
Joan Tomoff; Marilyn Thompson & John Behrens.
Paper presented at the Annual Meeting of the American Educational Research
Association, New Orleans, LA, April 24-28, 2000.

School Reform through a Highly Specified Curriculum: Implementation and Effects of the
Core Knowledge Sequence.
Amanda Datnow; Geoffery Borman & Sam Stringfield.
Elementary School Journal, 2000, 101:2, 167-91.

Mathematics Comparison Study = Etude Comparative Portant Sur les Mathematiques.
Alberta Dept. of Education, Edmonton.
Curriculum Standards Branch, 1999.

Teacher-Centered Projects: Confidence, Risk Taking and Flexible Thinking Mathematics).
Werner W. Liedtke.
Connections '98, Proceedings of a Faculty Conference, 4th, Victoria, British Columbia,
Canada, May 1998.

Assessing Mathematical Thinking in the Canadian Mathematics Education Study Group = Groupe Canadien d'etude en didactique des mathematiques.
Florence Glanfield & Pat Rogers.
Proceedings of the Annual Meeting, 22nd, Vancouver, British Columbia, Canada, May 29-June 2, 1998.

Aligning the Basal Curriculum and Assessment in Elementary Mathematics: The
Exploratory Development of Curriculum-Valid Tests.
Asha K. Jitendra; Richard Parker & Edward J. Kameenui.
Diagnostique, 1997, 22:2, 101-127.

Epistemological Investigation of Classroom Interaction in Elementary Mathematics Teaching.
Heinz Steinbring.
Educational Studies in Mathematics, 1997, 32:1, 4-92.

Deepening the Analysis: Longitudinal Assessment of a Problem-Centered Mathematics Program.
Terry Wood & Patricia Sellers.
Journal for Research in Mathematics Education, 1997, 28:2, 163-86.

Who Drives the Curriculum?
David Lidstone (organizer).
Curriculum Panel at Canadian Mathematics Education Study Group, Proceedings of the Annual Meeting, Halifax, Nova Scotia, Canada, May 31-June 4, 1996.
Panelists are LaJune Naud; Harry White; Gary Flewelling; Florence Glanfield & Richard Noss.

Effects of Reform-Based Mathematics Instruction on Low Achievers in Five Third-Grade
Classrooms.
Juliet A. Baxter; John Woodward & Deborah Olson.
The Elementary School Journal, 2001, 101:5, 529-47.

Standards in Mathematics Education: Values, Vision, And TIMSS.
Donald MacNab.
Raising Educational Studies in Mathematics, 2000, 42, 61-80.

Symbol or Experience: A Mathematics Education Quandary Illustrated in the Context
of Functions.
Mindy Kalchman & Steven Katz.
Paper presented at the Annual Meeting of the American Educational Research
Association, Montreal, Quebec, Canada, April 19-23, 1999.

Back to the Basics or Forward to the Basics -- Which Philosophy Should We Embrace?
NCTM.
Supplement to the "NCTM News Bulletin.", 1999.

Relationships Between Research and the NCTM Standards.
James Hiebert.
Journal for Research in Mathematics Education, 1999, 30:1, 3-19.

Can I Balance Arithmetic Instruction with Real-Life Math?
Marilyn Burns.
Instructor, 1998, 107:7, 55-58.

The Teaching and Learning of Algorithms in School Mathematics.
Lorna J. Morrow & Margaret Kenney, eds.
1998 NCTM Yearbook.

Choices and Challenges.
Gail Burrill.
Teaching Children Mathematics, 1997, 4:1, 58-63.

The NCTM Standards: Eight Years Later.
Gail Burrill.
School Science and Mathematics, 1997, 97:6, 335-39.

Conceptual and procedural approaches to problem-solving.
Y. Mohammad-Yusof & D. Tall.
In Proceedings of the Conference of the International Group for the Psychology of
Mathematics Education (PME 20), 20th, Valencia, Spain, July 8-12, 1996. Volume 4.

Some Issues in Assessing Proceptual Understanding.
Mark Hunter & John Monaghan.
In Proceedings of the Conference of the International Group for the Psychology of
Mathematics Education (PME 20), 20th, Valencia, Spain, July 8-12, 1996. Volume 3.

The "Back to Basics" Movement in Education.
Morgan, Margaret T. & Robinson, Norman.
Canadian Journal of Education, 1996, 1:2.

A Clash of Social Class Cultures? Students’ Experiences in a Discussion-Intensive Seventh-Grade Classroom.
Sarah Theule Lubienski.
The Elementary School Journal, 2000, 100:4, 377-403.

The Dilemma of Transparency: Seeing and Seeing Through Talk in the Mathematics Classroom.
Jill Adler.
Journal for Research in Mathematics Education, 1999, 30:1, 47-64.

Communicating Mathematically: Writing.
Werner W. Liedtke.
Connections '99. Proceedings of a Faculty Conference, 1999.

Educating Hannah: It’s a What?
Sir William H. Cockcroft & John Marshall.
Teaching Children Mathematics, 1999, 5:6, 326-29.

The Portrayal of Parents in the School Mathematics Reform Literature: Locating the Context for Parental Involvement.
Dominic C. Peressini.
Journal for Research in Mathematics Education, 1998, 29:5, 555-582.

Supporting Students' Mathematical Inquiries Through Reading.
Marjorie Siegel; Raffaella Borasi & Judith Fonzi.
Journal for Research in Mathematics Education, 1998, 29:4, 378-413.

Using Transactional Reading Strategies to Support Sense-Making and Discussion in Mathematics Classrooms: An Exploratory Study.
Raffaella Borasi; Marjorie Siegel; Judith Fonzi & Constance J. Smith.
Journal for Research in Mathematics Education, 1998, 29:3, 275-305.

Encouraging "Math Talk in the Classroom".
Linda B. Cooke. & Verna M. Adams.
Middle School Journal, 1998, 29:5, 35-40.

The Analysis of Student Expository Writing in Mathematics.
Mal Sheild & Peter Galbraith.
Educational Studies in Mathematics, 1998, 36:1, 29-52.

Learning to Estimate in the Mathematics Classroom: A Conversation-Analytic Approach. Michael A. Forrester & Christopher D. Pike.
Journal for Research in Mathematics Education, 1998, 29:3, 334-356.

Discourse in Small Groups in an Algebra 1 Class.
Judith Kysh, 1998, p30.

Math Instruction and Assessment: Preventing Anxiety, Promoting Confidence.
Diana F. Steele. & Alfred A. Arth
Schools in the Middle, 1998, 7:3, 44-48.

Epistemological investigation of classroom interaction in elementary mathematics teaching.
Heinz Steinburg.
Educational Studies in Mathematics, 1997, 32:1, 49-92.

Reflective Discourse and Collective Reflection.
Paul Cobb; Ada Boufi; Kay McClain & Joy Whitenack.
Journal for Research in Mathematics Education, 1997, 128:3, 258-277.

When Silence Says it All: And Exploration of Students’ Mathematical Talk.
Jo Towers.
Ad Hoc Session 3 in the Canadian Mathematics Education Study Group, Proceedings of the Annual Meeting, Halifax, Nova Scotia, Canada, May 31-June 4, 1996.

{Parents}_{Children}_{Mathematics}: Researching the Intersection.
Elaine Simmt.
Topic Session B in the Canadian Mathematics Education Study Group, Proceedings
of the Annual Meeting, Halifax, Nova Scotia, Canada, May 31-June 4, 1996.

Pic-Jour Math: Pictorial Journal Writing in Mathematics.
Andi Stix.
Arithmetic Teacher, 1994, 41:5, 264-69.

Implementing the Professional Standards for Teaching Mathematics: Questioning in the Mathematics Classroom.
Nancy Nesbitt Vacc.
Arithmetic Teacher, 1993, 41:2, 88-91.

Talking Mathematics: "Going Slow" and "Letting Go".
Susan J. Russell & Rebecca B. Corwin.
Phi Delta Kappan, 1993, 74:7, 555-58.

Catering to all Abilities Through "Good" Questions.
Peter Sullivan & David Clarke.
Arithmetic Teacher, 1991, 39:2, 14-18.

Effects of Teacher Self-Monitoring on Implementation of Curriculum-based Measurement and Mathematics Computation Achievement of Students with Disabilities.
R. M. Allinder; R. M. Bolling; R. G. Oats & W. A. Gagnon.
Remedial and Special Education, 2000, 21:4, 219-226.

Counting Attribute Blocks: Constructing Meaning for the Multiplication Principle.
E. Bird.
Mathematics Teaching in the Middle School, 2000, 5:9, 568-573.

Building Numeracy with More Homemade Materials.
Texas Child Care, 1999, 23:3, 32-42.

Mathematics Detective: Ads That Are BAA-AD!
D. B. Spangler.
Mathematics Teaching in the Middle School, 1999, 4:4, 242-244.

Connecting Concepts of Numbers to Mental Computation Procedures: An Examination of Middle Grade Students' Achievement and Thinking.
W. B. Weber Jr.
Focus on Learning Problems in Mathematics, 1999, 21:4, 40-62.

What Is Your Millennial Age?
R. Welchman.
Teaching Children Mathematics, 1999, 6:4, 240-242.

Implementing the NCTM's Evaluation Standards with House Plans.
E. J. Boehm.
Mathematics Teaching in the Middle School, 1998, 3:4, 297-299.

Strategies of Mental Computation Used by Elementary and Secondary School Children.
S. Mochon & J. V Roman.
Focus on Learning Problems in Mathematics, 1998, 20:4, 35-49.

Enhancing kindergartners' mathematical development: effects of peer-assisted learning strategies.
L. S. Fuchs; D. Fuchs & K. Karns. 2001.

Creating a strong foundation for mathematics learning with kindergarten peer-assisted learning strategies.
L. S. Fuchs; D. Fuchs & K. Karns.
Teaching Exceptional Children, 2001, 33:3, 84-87.

In My View. Overcoming Math Anxiety.
R. M. Fotoples.
Kappa Delta Pi Record, 2000, 36:4, 149-151.

Effects of Metacognitive Training Embedded in Cooperative Settings on Mathematical Problem Solving.
Z. R. Mevarech.
Journal of Educational Research, 1999, 92:4, 195-205.

Comprehensive Approaches to Cooperative Learning.
R. E. Slavin.
Theory into Practice, 1999, 38:2, 74-79.

Conceptual Gain and Successful Problem-Solving in Primary School Mathematics.
P. Davenport & C. Howe.
Educational Studies, 1999, 25:1, 55-78.

Putting Mathematics into Routine Classroom Tasks: Some Ideas for Teams in Cooperative-Learning Structures.
B. S. Lemme.
Teaching Children Mathematics, 1998, 4:5, 250-253.

Kindergarten Students' Organization of Counting in Joint Counting Tasks and the Emergence of Cooperation.
H. G. Wiegel.
Journal for Research in Mathematics Education, 1998, 29:2, 202-224.

Comparisons among Individual and Cooperative Performance Assessments and Other Measures of Mathematics Competence.
L. S. Fuchs; D. Fuchs; K. Karns; C. Hamlett; M. Katzaroff & S. Dutka.
Elementary School Journal, 1998, 99:1, 23-51.

Active Learning in Mathematics: Desktop Teaching.
R. J. Draper.
Mathematics Teacher, 1997, 90:8, 622-625.

Jigsaw: Because Reading Your Math Book Shouldn't Be a Puzzle.
R. J. Draper.
Clearing House, 1997, 71:1, 33-36.

Cooperative Problem Solving: Using K-W-D-L as an Organizational Technique.
J. M. Shaw & et al.
Teaching Children Mathematics, 1997, 3:9, 482-486.

Facilitating Student Interactions in Mathematics in a Cooperative Learning Setting.
R. Leikin & O. Zaslavsky.
Journal for Research in Mathematics Education, 1997, 28:3, 331-354.

Homework Partners.
C. Kaplan.
Mathematics Teaching in the Middle School, 1997, 2:3, 168-169.

Using Classwide Peer Tutoring To Teach Beginning Algebra Problem-Solving Skills in Heterogeneous Classrooms.
D. H. Allsopp.
Remedial and Special Education, 1997, 18:6, 367-379.

Complex Mathematical Problem Solving by Individuals and Dyads.
N. J. Vye; S. R. Goldman; J. F. Voss; C. Hmelo; S. Williams & Cognition And
Technology Group at Vanderbilt, U.
Cognition and Instruction, 1997, 15:4, 435-484.

Encouraging Mathematical Thinking.
J. C. Turner; K. R. Styers & D. G. Daggs.
Mathematics Teaching in the Middle School, 1997, 3:1, 66-72.

Cooperative Learning in the Secondary Mathematics Classroom.
K. M. Whicker; L. Bol & J. A. Nunnery.
Journal of Educational Research, 1997, 91:1, 42-48.

Improving Peers' Helping Behavior to Students with Learning Disabilities during Mathematics Peer Tutoring.
J. L. Bentz & L. S. Fuchs.
Learning Disability Quarterly, 1996, 19:4, 202-215.

Peer Tutoring with Mathematics Manipulatives: A Practical Guide.
M. M. Barone & L. Taylor.
Teaching Children Mathematics, 1996, 3:1, 8-15.

Acquisition and Transfer Effects of Classwide Peer-Assisted Learning Strategies in Mathematics for Students with Varying Learning Histories.
L. S. Fuchs; D. Fuchs; N. B. Phillips; C. L. Hamlett & K. Karns.
School Psychology Review, 1995, 24:4, 604-620.

Hierarchical linear modelling of student and school effects on academic achievement.
Xin Ma & Don A. Klinger.
Canadian Journal of Education, 2000, 25:1, 41-55.

Parental involvement and children's academic achievement in the National Longitudinal Survey of Children & Youth, 1994-1995.
Heidi Ertl. 2000.

Dropping Out of Advanced Mathematics: The Effects of Parental Involvement.
Xin Ma.
Teachers College Record, 1999, 101:1, 60-81.

Family Math for Urban Students and Parents.
Wendy Schwartz.
Teachers College, Columbia University, 1999.

Mathematics Curriculum in India and Singapore.
Seok Hoon Seng & Vidya Thirumurthy.
Paper presented at the International Conference of the Association for Childhood Education International, San Antonio, TX, April 7-10, 1999.

The Differential Effects of Family Processes and SES on Academic Self-Concepts and Achievement of Gifted Asian American and Gifted Caucasian High School Students.
Marilyn Ann Verna & James Reed Campbell.
Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA, April 13-17, 1998.

Helping Your Child Learn Math.
David L. Haury & Linda A. Milbourne. 1998.

Teacher Rationales for Scoring Students' Problem Solving Work.
D. Vasquez Levy; J. Garofalo; M. A. Timmerman & H. S. Drier.
School Science and Mathematics, 2001, 101:1, 43-48.

How Many Spots Does a Cheetah Have?
K. M. Reed.
Teaching Children Mathematics, 2000, 6:6, 346-349.

Investigating Mathematics as a Community of Learners.
H. S. Drier.
Teaching Children Mathematics, 2000, 6:6, 358-363.

Learning about Climate: An Exploration in Geography and Mathematics.
H. S. Drier. & J. K. Lee.
Social Studies and the Young Learner, 1999, 12:1, 6-10.

Preschoolers' Counting and Sharing.
K. L. H. Pepper & P. Robert.
Journal for Research in Mathematics Education, 1998, 29:2, 164-183.

Recognizing the Mathematics.
B. Corneille.
Teaching Children Mathematics, 1997, 4:2, 112-115.

Using Math Journals In a Grade 3/4 Classroom.
Karen Scales.
Networks: An On-Line Journal for Teacher Research, 2000, 3:2.

No references at this time.

Tell Me With Whom You're Learning, and I'll Tell You How Much You've Learned: Mixed-Ability Versus Same-Ability Grouping in Mathematics.
Liora Linchevski & Bilha Kutscher.
Journal for Research in Mathematics Education, 29:5, 533-554.

Reviewing Integrated Science and Mathematics: The Search for Evidence and Definition From New Perspectives.
Marlene M. Hurley.
School Science and Mathematics, 2001, 101:5, 259-68.

A Review of the Integration of Science and Mathematics: Implications for Further Research. JeongSuk Pang & Ron Good.
School Science and Mathematics, 2000, 100:2, 73-82.

A Literature Review of Science and Mathematics Integration.
Charlene M. Czerniak; William B. Weber Jr.; Alexa Sandmann & John Ahern.
School Science and Mathematics, 1999 , 99:8, 421-30.

Theoretical and Empirical Investigations of Integrated Mathematics and Science Education in the Middle Grades with Implications for Teacher Education.
Mary Ann Huntley.
Journal of Teacher Education, 1998, 50:1, 57-67.

Integrating Art and Mathematics.
Phil Phillips & Cynthia Bickley-Green.
Principal, 1998, 77, 46-49.

Mathematics: Integrating Science and Mathematics.
David T Chia.
Teaching Children Mathematics, 1998, 5:1, 19-22.

The Secret of Anamorphic Art.
Art Johnson & Joan D. Martin.
Mathematics Teacher, 1998, 91:1, 24-32.

Using Mathematics to Tell Stories.
Stuart Murphy.
Teaching Children Mathematics, 1998, 5:2, 96-97.

Dice and Disease in the Classroom.
Marilyn Stor & William Briggs.
Mathematics Teacher, 1998, 91:6, 464-68.

Math Storybooks.
Virginia Vogel Zanger.
Teaching Children Mathematics, 1998 ,5:2, 98-102.

How Mastering Technology Can Transform Math Class.
Sarah Jeanne Hollister Davis.
Educational Leadership, 1997, 55:3, 49-51.

Integrated Mathematics: Interfaced with Science.
Joe Austin; James Hirstein & Sharon Walen.
School Science and Mathematics, 1997, 97:1, 45-49.

Integrated Curricula: Potential and Problems.
Terrence C. Mason.
Journal of Teacher Education, 1996, 47:4, 263-270.

The Stubborn Particulars of Grace.
David W. Jardine.
In Experience and the Curriculum. 1995.

Phys-ma-tech: An Integrated Partenership.
J. D. Scarborough & C. White.
Journal of Technology Education, 1994, 5:2.
Available: http://scholar.lib.vt.edu/ejournals/JTE/jte-v5n2/scarborough.jte-v5n2.html

Physics to Beat the Band: When children make and play their own instruments, the sound is music to their ears.
Linda Huetinck.
Science and Children, 1994, 32:3, 27-30,55.

Rethinking Mathematics.
Ernesto A. Abad.
Science Teacher, 1994, 61:8, 34-37.

A Network for Integrated Science and Mathematics Teaching and Learning Conference Plenary Papers.
Donna F. Berlin, ed. NSF/SSMA Wingspread Conference, Racine, Wisconsin, April 1991.
School Science and Mathematics Association Series Number 7, 1994.

Breaking What Barriers Between Science and Mathematics?
Carl F. Berger.
Six Myths from a Technological Perspective.

A Network for Integrated Science and Mathematics Teaching and Learning.
Donna F. Berlin & Arthur L. White
NCSTL Monograph Series, #2. 1991.

The Effect of Epistemic Fidelity and Accessibility Teaching With Physical Materials: A Comparison of Two Models for Teaching Decimal Numeration.
Kaye Stacey; Sue Helme; Shona Archer & Caroline Condon.
Educational Studies in Mathematics, 2001, 47:2, 199-221.

Development of Reasoning Associated with Pictographs: Representing, Interpreting, and Predicting.
Watson, Jane M. & Moritz, Jonathan B.
Educational Studies in Mathematics, 2001, 48:1, 47-81.

Are We Having Fun Yet? How Teachers Use Manipulatives to Teach Mathematics.
Patricia S. Moyer.
Educational Studies in Mathematics, 2001, 47:2, 175-197.

Teaching for Abstraction: Reconstructing Constructivism.
Michael Mitchelmore & Paul White.
In Mathematics Education beyond 2000: Proceedings of the Annual Meeting of the Mathematics Education Research Group of Australasia, 23rd, Fremantle, Western Australia, Australia, July 5-9, 2000. Volume 1 and Volume 2.

Multiple Representations for Pattern Exploration with the Graphing Calculator and Manipulatives.
Douglas Lapp.
Mathematics Teacher, 1999, 92:2, 109-13.

Using Multiple Intelligences to Increase Reading Comprehension in English and Math.
Frank Kuzniewski; Mike Sanders; Gail Sue Smith; Sharon Swanson & Carol Ulrich.
M.A. Action Research Project, Saint Xavier University and IRI/Skylight, 1998.

Multiple Representations and Connections Using Technology.
Charles Vonder Embse & Vernon W. Yoder.
Mathematics Teacher, 1998, 91:1, 62-67.

Use of Manipulatives in Mathematics at the Middle School Level and Their Effects on Students’ Grades and Attitudes.
Kristina P. Hinzman.
Master's Thesis, Salem-Teikyo University, 1997.

Using Multiple Representations for Conceptual Change in Pre-Algebra: A Comparison of Variable Usage with Graphic and Text-based Problems.
Bryan Moseley & Mary E. Brenner, 1997.

Rethinking "Concrete" Manipulatives.
Douglas H. Clements & Sue McMillan.
Teaching Children Mathematics, 1996, 2:5, 270-79.

Using Manipulatives Effectively: A Walk Down Rounding Road.
Harry J. Bohan & Peggy Bohan Shawaker.
Arithmetic Teacher, 1994, 41:5, 246-48.

Mean or Meaningless?
Theodor P. Korithoski & Patricia A. Korithoski.
Arithmetic Teacher, 1993, 41:4, 194-97

A Metacognitive Support During the Process of Problem Solving in a Computerized
Environment.
Esther Kapa.
Educational Studies in Mathematics, 2001, 47:3, 317-336.

Modes of Representation in Students’ Explanations.
Brenda Bicknell.
In Mathematics Education beyond 2000: Proceedings of the Annual Meeting of the Mathematics Education Research Group of Australasia, 23rd, Fremantle, Western Australia, Australia, July 5-9, 2000. Volume 1 and Volume 2.

Collaborative Problem Solving in Senior Secondary Mathematics Classrooms.
Merrilyn Goos.
In Mathematics Education beyond 2000: Proceedings of the Annual Meeting of the Mathematics Education Research Group of Australasia, 23rd, Fremantle, Western Australia, Australia, July 5-9, 2000. Volume 1 and Volume 2.

The Cevian Problem.
Duane W. DeTemple & Marjorie Ann Fitting.
Mathematics Teacher, 1998, 91:5, 388-92.

Learning Through Problem Solving.
Hanlie Murray; Alwyn Olivier & Piet Human. 1998.

Problem Solving as a Means Toward Mathematics for All: a Look Through a Class Lens.
Lubienski, Sarah Theule. (1998).
Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA, April 17, 1998.

Open and Closed Mathematics: Student Experiences and Understandings.
Jo Boaler.
Journal for Research in Mathematics Education, 1998, 29:1, 41-62.

Teaching Realistic Mathematical Modeling in the Elementary School: a Teaching Experiment with Fifth Graders.
Lieven Verschaffel & Erik De Corte.
Journal for Research in Mathematics Education, 1997, 28:5, 577-601.

Help-Seeking while Problem Solving: Adult Caregivers and the Zone of Proximal Development.
Vicki Zacki.
Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 17th, Columbus, OH, October 21-24, 1995.

Mathematics as Problem-Solving -- A Japanese Way.
Daiyo Sawada.
A Presentation at the Annual Meeting of the American Educational Research Association, 1994.

Extending the Regular Curriculum through Creative Problem Solving.
Harry Bohan & Susan Bohan.
Arithmetic Teacher, 1993, 41:2, 83-87.

Word Problems and the Language Connection.
Karl A. Matz & Cynthia Leier.
Arithmetic Teacher, 1992, 39:8, 14-17.

Perspectives on Principles and standards for school mathematics.
J. Ferrini Mundy.
School Science and Mathematics, 2001, 101:6, 277-279

Standards-based mathematics curriculum materials a phrase in search of a definition.
P. R. Trafton; B. J. Reys & D. G. Wasman.
Phi Delta Kappan, 2001, 83:3, 259-264.

A critical analysis of grade 3 testing in Ontario.
M. Toplak & J. Wiener. 2000.

The Components of an Effective Mathematics and Science Middle School: Standards, Teaching Practices, and Professional Development.
K. Adams; S. Brower; D. Hill & I. Marshall. 2000.

Lessons Learned: Implementation of the Milwaukee Urban Systemic Initiative in Years One and Two.
L. H. Doyle & D. Huinker.
Report for the Milwaukee Public Schools, 1999, Wisconsin: Wisconsin Univ, Milwaukee Center for Mathematics and Science Education Research, National Science Foundation, Arlington, VA.

In Search of a Fair Game.
P. A. Muckerheide; T. Mogill & H. Mogill.
Mathematics and Computer Education, 1999, 33:2, 142-150.

The Educational System in the United States: Case Study Findings.
District-of-Columbia: National Inst on Student Achievement, Curriculum, and Assessment (ED/OERI), Washington, DC. 1999.

Not Your Typical Math Class.
H. S. Drier; K. M. Dawson & J. Garofalo.
Educational Leadership, 1999, 56:5, 21-25.

Mathematics Performance Assessment in the Classroom: Effects on Teacher Planning and Student Problem Solving.
L. S. Fuchs; D. Fuchs; K. Karns; C. L. Hamlett & M. Katzaroff.
American Educational Research Journal, 1999, 36:3, 609-646.

Are the NCTM Standards Suitable for Systemic Adoption?
D. T. Haimo.
Teachers College Record, 1998, 100:1, 45-65.

Science and Mathematics Standards in the Classroom: It's Just Good Teaching.
J. Stepanek.
Oregon: Northwest Regional Educational Lab , Portland, OR School Improvement Program Office of Educational Research and Improvement (ED), Washington, DC. 1997.

Perspectives on Principles and standards for school mathematics.
J. Ferrini Mundy.
School Science and Mathematics, 2001, 101:6, 277-279

Standards-based mathematics curriculum materials a phrase in search of a definition.
P. R. Trafton; B. J. Reys & D. G. Wasman.
Phi Delta Kappan, 2001, 83:3, 259-264.

The Components of an Effective Mathematics and Science Middle School: Standards, Teaching Practices, and Professional Development.
K. Adams; S. Brower; D. Hill & I. Marshall. 2000.

A critical analysis of grade 3 testing in Ontario.
M. Toplak & J Wiener. 2000.

Lessons Learned: Implementation of the Milwaukee Urban Systemic Initiative in Years One and Two.
L. H. Doyle & D. Huinker.
Report for the Milwaukee Public Schools, Wisconsin: Wisconsin Univ, Milwaukee Center for Mathematics and Science Education Research, National Science Foundation, Arlington, VA. 1999.

In Search of a Fair Game.
P. Muckerheide; A. T. Mogill & H. Mogill.
Mathematics and Computer Education, 1999, 33:2, 142-150.

Not Your Typical Math Class.
H. S. Drier; K. M. Dawson & J. Garofalo.
Educational Leadership, 1999, 56:5, 21-25.

The Educational System in the United States: Case Study Findings.
District-of-Columbia: National Inst on Student Achievement, Curriculum, and Assessment (ED/OERI), Washington, DC. 1999.

Mathematics Performance Assessment in the Classroom: Effects on Teacher Planning and Student Problem Solving.
L. S. Fuchs; D. Fuchs; K. Karns; C. L. Hamlett & M. Katzaroff.
American Educational Research Journal, 1999, 36:3, 609-646.

Are the NCTM Standards Suitable for Systemic Adoption?
D. T. Haimo.
Teachers College Record, 1998, 100:1, 45-65.

Science and Mathematics Standards in the Classroom: It's Just Good Teaching.
J. Stepanek.
Oregon: Northwest Regional Educational Lab , Portland, OR School Improvement Program Office of Educational Research and Improvement (ED), Washington, DC. 1997.

http://sesd.sk.ca/teacherresource/teacher/math.html, March 24, 2002.
Saskatoon East School Division, Saskatchewan, Canada.

http://www-unix.oit.umass.edu/~cbeal/page1.htm
AnimalWatch: An intelligent computer tutor for Elementary School Mathematics.
C. R. Beal; Beverly P. Woolf; Joseph Beck & Ivon Arroyo. 2001.

Conceptualization and Design of "Probability Explorer" A Research-based Journey Toward Innovative Educational Software.
H. S. Drier.
TechTrends, 2001, 45:2, 22-24.

Teaching and learning mathematics with interactive spreadsheets.
H. S. Drier.
School Science and Mathematics, 2001, 101:4, 170 - 179

An instructional design framework for authentic learning environments.
J. O. Herrington & Ron.
Educational Technology Research and Development, 2000, 48:3, 23-48.

Do Vampires Exist? Using Spreadsheets To Investigate a Common Folktale.
H. S. Drier.
Learning and Leading with Technology, 1999, 27:1, 22-25

Not Your Typical Math Class.
H. S. Drier; K. M. Dawson & J. Garofalo.
Educational Leadership, 1999, 56:5, 21-25.

Mathematics and Virtual Culture: An Evolutionary Perspective on Technology and Mathematics Education.
D. W. Shaffer & J. J. Kaput.
Educational Studies in Mathematics, 1999, 37:2, 97-119.

Improving Mathematics Instruction Using Technology: A Vygotskian Perspective.
F. A. Harvey & C. W. Charnitski. 1998.

The Impact of Self-Regulatory Teaching Strategies on "At-Risk" Preschoolers' Mathematical Learning in a Computer-Mediated Environment.
A. H. Elliott & Neil.
Journal-of-Computing-in-Childhood-Education, 1997, 8:2-3, 187-198.

Differential Achievement Gains for Mathematics Computation, Concepts, and
Applications with an Integrated Learning System.
R. B. Clariana.
Journal of Computers in Mathematics and Science Teaching, 1996, 15:3, 203-215.

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