Page 74 - Children’s mathematical development and learning needs in perspective of teachers’ use of dynamic math interviews

72
Chapter 2
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.
Organisation for Economic Co-operation and Development. (2010). PISA 2012 Mathematics framework. OECD Publications.
Ostad, S.A. (2000). Cognitive subtraction in a developmental perspective: Accuracy, speed-of-processing and strategy-use differences in normal and mathematically disabled children. Focus on Learning Problems in Mathematics, 22, 18–31. https://doi.org/ 10.1080/135467998387389
Pajares, F., & Kranzler, J. (1995). Self-efficacy beliefs and general mental ability in mathematical problem-solving. Contemporary Educational Psychology, 20(4), 426–443. https://doi.org/10.1006/ceps.1995.1029
Pajares, F., & Miller, M. D. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem-solving: A path analysis. Journal of Educational Psychology, 86(2), 193–203. https://doi.org/10.1037/0022-0663.86.2.193
Peugh, J. L. (2010). A practical guide to multilevel modeling. Journal of School Psychology, 48(1), 85–112. https://doi.org/10.1016/j.jsp.2009.09.002
Pietsch, J., Walker, R., & Chapman, E. (2003). The relationship among self-concept, self-efficacy, and performance in mathematics during secondary school. Journal of Educational Psychology, 95(3), 589–603. https://doi.org/10.1037/0022-0663.95.3.589
Powell, S. R., Fuchs, L. S., & Fuchs, D. (2013). Reaching the mountaintop: Addressing the common core standards in mathematics for students with mathematics difficulties. Learning Disabilities Research & Practice, 28(1), 38–48. https://doi.org/10.1111/ ldrp.12001
Prast, E. J., Van de Weijer-Bergsma, E., Kroesbergen, E. H., & Van Luit, J. E. H. (2012). Handleiding voor de Rekenmotivatievragenlijst voor Kinderen [Manual for the Mathematics Motivation Questionnaire for Children]. Utrecht University.
Ramirez, G., Chang, H., Maloney, E. A., Levine, S. C., & Beilock, S. L. (2016). On the relationship between math anxiety and math achievement in early elementary school: The role of problem-solving strategies. Journal of Experimental Child Psychology, 141, 83–100. https://doi.org/10.1016/j/jecp.2015.07.014
Raven, J. (2000). The Raven’s Progressive Matrices: Change and stability over culture and time. Cognitive Psychology, 41(1), 1–48. https://doi.org/10.1006/cogp.1999.0735
Raven, J., Raven, J. C., & Court, J. H. (1998). Manual for Raven’s Progressive Matrices and Vocabulary Scales. Section 3: The Standard Progressive Matrices. Oxford Psychologists Press.
Reynolds, D., & Muijs, D. (1999). The effective teaching of mathematics: A review of research. School Leadership & Management, 19(3), 273–288. https://doi. org/10.1080/13632439969032
Stipek, D. J., Givvin, K. B., Salmon, J. M., & MacGyvers, V. L. (2001). Teachers’ beliefs and practices related to mathematics instruction. Teaching and Teacher Education, 17(2), 213–226. https://doi.org/10.1016/S0742-051X(00)00052-4
Stronge, J. H., Ward, T. J., & Grant, L. W. (2011). What makes good teachers good?: A cross-case analysis of the connection between teacher effectiveness and student achievement. Journal of Teacher Education, 62(4), 339–355. https://doi. org/10.1177/0022487111404241
Suárez-Pellicioni, M., Núñez-Peña, M. I., & Colomé, A. (2016). Math anxiety: A review of its cognitive consequences, psychophysiological correlates, and brain bases. Cognitive, Affective, and Behavioral Neuroscience 16(1), 3–22. https://doi.org/10.3758/s13415-015- 0370-7
Swann, W. B. (2012). Self-verification theory. In P. A. M. Van Lange, A. W. Kruglanski, & E. T. Higgens (Eds.), Handbook of theories of social psychology (Vol. 2, pp. 23–42). Sage.
Swanson, H. L., & Beebe-Frankenberger, M. (2004). The relationship between working memory and mathematical problem solving in students at risk and not at risk for serious mathematical difficulties. Journal of Educational Psychology, 96(3), 471–491. https://doi.org/10.1037/0022-0663.96.3.471