Page 196 - Children’s mathematical development and learning needs in perspective of teachers’ use of dynamic math interviews

194
Chapter 6
Inspectie van het onderwijs. (2019). De staat van het onderwijs 2019 [The State of Education 2019]. Netherlands Educational Inspectorate.
Inspectie van het onderwijs. (2021). Peil.Rekenen-Wiskunde einde (s)bo 2018-2019. [Level. Mathematics at the end of (special) primary education 2018-2019]. Netherlands Educational Inspectorate.
Jacob, R., & Parkinson, J. (2015). The potential for school-based interventions that target executive function to improve academic achievement: A review. Review of Educational Research, 85(4), 512–552. https://doi.org/10.3102/0034654314561338
Kaskens, J. (2016). Rekengesprekken voeren. Handleiding-raamwerk. Hogeschool Windesheim (interne uitgave)
Kaskens, J. (2018). Rekengesprekken voeren. Pica.
Kazemi, E., & Franke, M. L. (2004). Teacher learning in mathematics: Using student work to promote collective inquiry. Journal of Mathematics Teacher Education, 7(3), 203–235. https://doi.org/10.1023/B:JMTE.0000033084.26326.19
Ketterlin-Geller, L. R., & Yovanoff, P. (2009). Diagnostic assessments in mathematics to support instructional decision making. Practical Assessment, Research & Evaluation, 14(1), 1–11. https://doi.org/10.7275/vxrk-3190
Klassen, R. M., Tze, V. M. C., Betts, S. M., & Gordon, K. A. (2011). Teacher efficacy research 1998-2009: Signs of progress or unfulfilled promise? Educational Psychology Review, 23(1), 21–43. https://doi.org/10.1007/ s10648-010-9141-8
Kotsopoulos, D., & Lee, J. (2012). A naturalistic study of executive function and mathematical problem-solving. The Journal of Mathematical Behavior, 31(2), 196–208. https://doi.org/10.1016/j.jmathematicalb.2011.12.005
Künsting, J., Neuber, V., & Lipowsky, F. (2016). Teacher self-efficacy as a long-term predictor of instructional quality in the classroom. European Journal of Psychology of Education, 31(3), 299–322. https://doi.org/10.1007/s10212-015-0272-7
Kyriakides, L., Christoforou, C., & Charalambous, C. Y. (2013). What matters for student learning outcomes: A meta-analysis of studies exploring factors of effective teaching. Teaching and Teacher Education, 36, 143–152. https://doi.org/10.1016/j.tate.2013.07.010
Lee, C., & Johnston-Wilder, S. (2013). Learning mathematics-letting the pupils have their say. Educational Studies in Mathematics, 83(2), 163–180. https://doi.org/10.1007/ s10649-012-9445-3
Lester, F. K. Jr. (2013). Thoughts about research on mathematical problem-solving instruction. The Mathematics Enthusiast, 10(1), 245–277. https://scholarworks.umt. edu/tme/vol10/iss1/12
Marsh, H. W., Trautwein, U., Lüdtke, O., Köller, O., & Baumert, J. (2005). Academic self- concept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering. Child Development, 76(2), 397–416. https://doi.org/:10.1111/j.1467- 8624.2005.00853.x
Mitchell, D. (2015). Inclusive education is a multi-faceted concept. Center for Education- al Policy Studies Journal, 5(1), 9–30. Retrieved from https://proxy.cecybrary.com/log- in?url=https://search-proquest-com.proxy.cecybrary.com/docview/1674473752?ac- countid=144459
Muijs, D., & Reynolds, D. (2002). Teachers’ beliefs and behaviors: What really matters?. Journal of Classroom Interaction, 37(2), 3–15. https://www.jstor.org/stable/44735709
Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D., & Fishbein, B. (2020). TIMMS 2019 International results in mathematical and science. Retrieved from Boston College, TIMMS & PIRLS International Study Center. https://timssandpirls.bc.edu/timss2019/international- results/
Nurlu, Ö. (2015). Investigation of teachers’ mathematics teaching self-efficacy. International Electronic Journal of Elementary Education, 8(1), 21–40. Retrieved from: https://www.iejee.com/index.php/IEJEE/article/view/95
O’Mara-Eves, A. J., Marsh, H. W., Graven, R. G., & Debus, R. L. (2006). Do self-concept interventions make a difference? A synergistic blend of construct validation and meta-analysis. Educational Psychologist, 41(3),181–206. https://doi.org/10.1207/ s15326985ep4103_4
Ostad, S.A. (2000). Cognitive subtraction in a developmental perspective: Accuracy, speed-of-processing and strategy-use differences in normal and mathematically