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Ball, D. L. (1996). Teacher learning and the mathematics reforms: What we
think we know and what we need to learn. *Phi
Delta Kappan, 77*, 500-508.

Brooks, M. G., & Brooks, G. B. (1999). The courage to be
constructivist. *Educational Leadership,
57*(3), 18-24.

Campbell, P. F., & Johnson, M. L. (1995). How primary students think
and learn. In I. M. Carl (Ed.), *Seventy-five
years of progress: Prospects for school mathematics *(pp. 21-42). Reston,
VA: National Council of Teachers of Mathematics.

Clements,
D. H. (1997). (Mis?)constructing constructivism. *Teaching Children Mathematics*, *4,
*198-200.

Cobb, P. & Bauersfeld, H. (Eds.). (1995). *The emergence of mathematical meaning: Interaction in classroom
cultures*. Mahwah, NJ: Lawrence Erlbaum.

Flores, A. (2001). How do children know that what they learn in
mathematics is true? *Teaching Children
Mathematics, 8, *269-274.

Fosnot,
C. T. (Ed.). (1996). *Constructivism:
Theory, perspectives, and practice. *New York: Teachers College Press.

The first section of this book develops the theory of constructivism through three readable chapters. The next five chapters examine the application of constructivist theory in different disciplines. Deborah Schifter provides the perspective on teaching mathematics. The final section includes four chapters on classroom practice. You will not find this book overly theoretical or hard to read. At the same time, Fosnot’s book is not exactly a light read. You will be challenged and rewarded.

Greenes,
C. (1999). Ready to learn: Developing young children’s mathematical powers. In
J. V. Copley (Ed.), *Mathematics in the
early years *(pp. 39-47). Reston, VA: National Council of Teachers of
Mathematics.

Goldin,
G., & Shteingold, N. (2001). Systems of representation and the development
of mathematical concepts. In A. A. Cuoco (Ed.), *The roles of representation in school mathematics* (pp. 1-23).
Reston, VA: National Council of Teachers of Mathematics.

Labinowicz,
E. (1985). *Learning from children: New
beginnings for teaching numerical thinking. *Menlo Park, CA: AWL
Supplemental.

Russell,
S. J., & Corwin, R. B. (1993). Talking mathematics: ‘Going slow’ and
‘letting go’. *Phi Delta Kappan, 74, *555-558.

Schifter, D. (1996). A constructivist perspective on teaching and
learning mathematics. *Phi Delta Kappan*,
*77*, 492-499.

Sophian, C. (1999). Children’s ways of knowing: Lessons from cognitive
development research. In J. V. Copley (Ed.), *Mathematics in the early years* (pp. 11-20). Reston, VA: National
Council of Teachers of Mathematics.

Whitenack, J. and Yackel, E. (2002). Making mathematical arguments in the
primary grades: The importance of explaining and justifying ideas. *Teaching Children Mathematics, 8, *524-527.