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Additional Readings

Bay-Williams, J. M., & Martinie, S. L. (2003). Thinking rationally about number and operations in the middle school. Mathematics Teaching in the Middle School, 8(6), 282-287.

Empson, S. B. (2002). Organizing diversity in early fraction thinking. In B. Litwiller (Ed.) Making sense of fractions, ratios, and proportions (pp. 29-40). Reston, VA: National Council of Teachers of Mathematics.

Fosnot, C. T., & Dolk, M. (2002). Young mathematicians at work: Constructing fractions, decimals, and percents. Portsmouth, NH: Heinemann.

Lamon, S. J. (1999). More: In-depth discussion of the reasoning activities in “Teaching fractions and ratios for understanding.” Mahwah, NJ: Lawrence Erlbaum.

Lamon, S. J. (1999). Teaching fractions and ratios for understanding: Essential content knowledge and instructional strategies for teachers. Mahwah, NJ: Lawrence Erlbaum.

Lamon, S. (2001). Presenting and representing: From fractions to rational numbers. In A. A. Cuoco (Ed.), The roles of representation in school mathematics (pp. 146-165). Reston, VA: National Council of Teachers of Mathematics.

Lamon, S. (2002). Part-whole comparison with unitizing. In B. Litwiller (Ed.), Making sense of fractions, ratios, and proportions (pp. 79-86). Reston, VA: National Council of Teachers of Mathematics.

Mack, N. K. (1995). Confounding whole-number and fraction concepts when building on informal knowledge. Journal for Research in Mathematics Education, 26, 422-441.

 

Middleton, J. A., van den Heuvel-Panhuizen, M., & Shew, J. A. (1997). Using bar representations as a model for connecting concepts of rational number. Mathematics Teaching in the Middle School, 3, 302-312.

Moskal, B. M., & Magone, M. E. (2002). Making explicit what students know about representing fractions. In B. Litwiller (Ed.) Making sense of fractions, ratios, and proportions (pp. 121-129). Reston, VA: National Council of Teachers of Mathematics.

Moss, J., & Case, R. (1999). Developing children’s understanding of the rational numbers: A new model and an experimental curriculum. Journal for Research in Mathematics Education, 30, 122-147.

Schifter, D., Bastable, V., & Russell, S. J. (1999b). Developing mathematical understanding: Numbers and operations, Part 2, Making meaning for operations (Casebook). Parsippany, NJ: Dale Seymour Publications.

Siebert, D., & Gaskin, N. (2006). Creating, naming, and justifying fractions. Teaching Children Mathematics, 12(8), 394-400.

Smith, J. P. III. (2002). The development of students’ knowledge of fractions and ratios. In B. Litwiller (Ed.), Making sense of fractions, ratios, and proportions (pp. 3-17). Reston, VA: National Council of Teachers of Mathematics.

Wearne, D. (2000). Rational numbers. In E. A. Silver & P. A. Kenney (Eds.), Results from the seventh mathematics assessment of the National Assessment of Educational Progress (pp. 163-192). Reston, VA: National Council of Teachers of Mathematics.






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