Page 140 - Children’s mathematical development and learning needs in perspective of teachers’ use of dynamic math interviews

138
Chapter 4
Gal’perin, P. J. A. (1978). De organisatie van de cognitieve activiteit en de optimalisering van het onderwijsleerproces [The organisation of cognitive activities and the optimizing of the educational learning process]. Pedagogische Studiën, 218–-227.
Ginsberg, H. P. (1997). Entering the child’s mind. Cambridge University Press.
Ginsburg, H. P. (2009). The challenge of formative assessment in mathematics education: Children’s minds, teachers’ minds. Human Development, 52(2), 109–128. https://doi. org/10.1159/000202729
Goei, S. L., & Schipper, T. (2016). Teachers’ sense of self-efficacy scale: Teachers’ opinions Quasi- experimental version 2.0 TSES. Dutch online version. Free University.
Heck, D. J., Plumley, C. L., Stylianou, D. A., Smith, A. A., & Moffett, G. (2019). Scaling up innovative learning in mathematics: Exploring the effects of different professional development approaches on teacher knowledge, beliefs, and instructional practice. Educational Studies in Mathematics, 102(3), 319–342. https://doi.org/10.1007/s10649- 019-09895-6
Hill, H. C., Blunk, M. L., Charalambous, C. Y., Lewis, J. M., Phelps, G. C., Sleep, L., & Ball, D. L. (2008). Mathematical knowledge for teaching and the mathematical quality of instruction: An exploratory study. Cognition and Instruction, 26(4), 430–511. https:// doi.org/10.1080/07370000802177235
Hoth, J., Döhrmann, M., Kaiser, G., Busse, A., König, J., & Blömeke, S. (2016). Diagnostic competence of primary school mathematics teachers during classroom situations. ZDM Mathematics Education, 48(1-2), 1–53. https://doi.org/10.1007/s11858-016-0759-y
Jacob, R., Hill, H., & Corey, D. (2017). The impact of a professional development program on teachers’ mathematical knowledge for teaching, instruction, and student achievement. Journal of Research on Educational Effectiveness, 10(2), 379–407. https:// doi.org/10.1080/19345747.2016.1273411
Janssen, J., Scheltens, F., & Kraemer, J. M. (2005). Leerling- en onderwijsvolgsysteem rekenen- wiskunde [Student monitoring system mathematics]. Cito.
Jeltova, I., Birney, D., Fredine, N., Jarvin, L., Sternberg, R., & Grigorenko, E. (2007). Dynamic assessment as a process-oriented assessment in educational settings. Advances in Speech Language Pathology, 9(4), 273–285. https://doi.org/10.1080/14417040701460390
Kaiser, G., Blömeke, S., Köning, J., Busse, A., Döhrmann, M., & Hoth, J. (2017). Professional competencies of (prospective) mathematics teachers – cognitive versus situated approaches. Educational Studies in Mathematics, 94(2), 161–182. https://doi. org/10.1007/s10649-016-9713-8
Kaskens, J., Segers, E., Goei, S. L., Van Luit, J. E. H., & Verhoeven, L. (2020). Impact of children’s math self-concept, math self-efficacy, math anxiety, and teacher competencies on mathematical development. Teaching and Teacher Education, 94, 1-14. https://doi.org/10.1016/j.tate.2020.103096
Kaskens, J., Segers, E., Goei, J. E. H. & Verhoeven, L., S. L., Van Luit (2016). Teachers’ Sense of Mathematical Knowledge for Teaching Questionnaire. Radboud University.
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
Kim, J. S., & Franklin, C. (2009). Solution-focused brief therapy in schools: A review of the outcome literature. Children and Youth Services Review, 31(4), 464–470. https://doi. org/10.1016/j.childyouth.2008.10.002
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
Mayring, P. (2015). Qualitative content analysis: Theoretical background and procedures. In A. Bikner-Ahsbahs, C. Knipping, & N. Presmeg (Eds.), Approaches to qualitative research in mathematics education (pp. 365–380). Springer.
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