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Additional Readings

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.






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