Page 31 - Children’s mathematical development and learning needs in perspective of teachers’ use of dynamic math interviews
P. 31

Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. Americal Educational Research Journal, 42(2), 371– 406. https://doi.org/10.3102/00028312042002371
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
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
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
Kintsch, W., & Greeno, J. G. (1985). Understanding and solving word arithmetic problems. Psychological Review, 92(1), 109–129. https://doi.org/10.1037/0033-295X.92.1.109
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
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(November), 143–152. https://doi.org/10.1016/j. tate.2013.07.010
Lebens, M., Graff, M., & Mayer, P. (2011). The affective dimensions of mathematical difficulties in schoolchildren. Educational Research International, 11, Article 487072. https://doi.org/10.1155/2011/487072
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
Lee, J. (2009). Universals and specifics of math self-concept, math self-efficacy, and math anxiety across 41 PISA 2003 participating countries. Learning and Individual Differences, 19(3), 355–365. https://doi.org/10.1016/j.lindif.2008.10.009
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
Maloney, E. A., & Beilock, S. L. (2012). Math anxiety: Who has it, why it develops, and how to guard against it. Trends in Cognitive Science, 16(10), 404–406. https://doi. org/10.1016/j.tics.2012.06.008
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
Mercer, N. (2008). Talk and the development of reasoning and understanding. Human Development, 51(1), 90–100. https://doi.org/10.1159/000113158
Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., & Howerter, A. (2000). The unity and diversity of executive functions and their contributions to complex ‘frontal lobe’ tasks: A latent variable analysis. Cognitive Psychology, 41(1), 49–100. https://doi. org/10.1006/cogp.1999.0734
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
Muijs, D., & Reynolds, D. (2011). Effective teaching. Evidence and practice 3rd ed. Sage.
National Research Council. (2001). Adding it up: Helping children learn mathematics. In J. Kilpatrick, J. Swafford, & B. Findell (Eds.), Mathematics learning study committee, Center for education, division of behavioral and social sciences and education (pp. 115–148). National Academy Press.
1
General introduction
 29
 













































































   29   30   31   32   33