BIBLIOGRAPHY

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BIBLIOGRAPHY

A. Books

Hacker, Douglas J., John Dunlosky and Arthur C. Graesser (Eds.). Handbook of
Metacognition in Education, 2009

B. Journals/Websites

Gosser, D. K., Jr., Kampmeier, J. A., & Varma-Nelson, P. J. (2010). Peer-led team
learning: 2008 James Flack Norris award address. Journal of Chemical
Education, 87, 374–380.

Fan, L., & Bokhove, C. (2014). Rethinking the role of algorithms in school
mathematics: A conceptual model with focus on cognitive development. ZDM
Mathematics Education, 46(3), 481–492.

Watson, A., & De Geest, E. (2014). Department-initiated change. Educational


Studies in Mathematics, 87(3), 351–368

Ray, K, & Smith, M. C. (2010). The kindergarten child: What teachers and
administrators need to know to promote academic success in all children.
Early Childhood Education Journal, 38(1), 5-18

Whitebread, D., Coltman, P., Pasternak, D. P., Sangster, C., Grau, V., Bingham, S.,
Almeqdad, Q., & Demetriou, D. (2009). The development of two
observational tools for assessing metacognition and self-regulated learning in
young children. Metacognition and Learning, 4(1), 63-85.

Eisenberg, N. (2010). Self-Regulation and School Readiness. Early Education and


Development, 21(5), 681-698.

Hoffmann, R., & McGuire, S. Y. (2009). Teaching and learning strategies that work.
Science, 325, 1203–1204.

Flavell, J. H. ((1987)) Speculations about the nature and development of


metacognition. Metacognition, Motivation, and Understanding pp. 21-29. - In
F. E. Weinert and R. H. Kluwe (Eds); (Hillsdale, NJ: Lawrence Erlbaum)

Nist, L., & Joseph, L. (2008). Effectiveness and efficiency of flash card drill
instructional methods on urban first graders’ word recognition, acquisition
maintenance, and generalization. School Psychology Review. 37, 294-308.
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Schillinger, F., Vogel, S., Diedrich, J. & Grabner, R. (2018). Math anxiety,
intelligence, and performance in mathematics: Insights from the German
adaptation of the Abbreviated Math Anxiety Scale (AMAS-G). Vol. 61, pp.
109-119. Retrieved from
https://www.sciencedirect.com/science/article/pii/S1041608017302108

Sarikas, C. (2018). Vygotsky Scaffolding: What is it and how to use it. Retrieved
from https://blog.prepscholar.com/vygotsky-scaffolding-zone-of-proximal-
development?gclid=EAIaIQobChMIjLvNxNie4AIVQbaWCh07Ng3WEAAYAy
AAEgLshfD_BwE

Codding, R., Burns, M., Lukito, G. (2011). Meta-Analysis of mathematics basic-fact


fluency interventions: A component analysis. Learning Disabilities Research
& Practice, 26(1), 36-47. Retrieved from https/;//doi.org/10.1111/j1540-
5826.2010.00323.x

Common Core State Standards. (2017). Retrieved from www.corestandards.org

Curriculum. (2015). In The Glossary of Education Reform online. Retrieved from


http://edglossary.org/curriculum/

Clements, D., Sarama, J., & Germeroth, C. (2016). Learning executive function and
early mathematics: Directions of causal relations. Early Childhood Research
Quarterly, 36, 79-90. Retrieved from
https://doi.org/10.1016/j.ecresq.2015.12.009

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of


cognitive- developmental inquiry. American Psychologist, 34(10), 906-911.

Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science
education: Metacognition as part of a broader perspective on
learning. Research in Science Education, 36, 111-139

Learning standards. (2014). In The glossary of education reform online. Retrieved


from http://edglossary.org/learning-standards/

Frawley, C. (2012). Developing math fact fluency. Retrieved from


http://www.ttacnews.vcu.edu/2012/02/developing-math-fact-fluency/

Mazzocco, M., & Kover, S. (2007). A longitudinal assessment of executive function


skills and their association with math performance. Child Neuropsychology,
13, 18-45. Retrieved from https://doi.org/10.1080.09297040600611346
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Alcoser, Y.Y. What is math fluency? - Definition and Components. Retrieved from
https://study.com/academy/lesson/what-is-math-fluency-definition-
components.html

Parker, M. (2012). Why do we need maths? It gives us fun things to play with, for a
start. Retrieved from
https://www.theguardian.com/commentisfree/2012/mar/02/why do-we-need-
maths

Rutherford, K. (2015). Why Play Math Games? Retrieved from


https://www.nctm.org/publications/teaching-children-mathematics/blog/why-
play-math-games_/

Boaler, J. (2015). Fluency without fear: Research evidence on the best ways to
learn math facts. Stanford, CA: youcubed. Retrieved from
https://www.youcubed.org/fluency-without-fear/.

Gojak, L. (2012). Fluency: Simply Fast and Accurate? I Think Not!. Retrieved from
https://www.nctm.org/News-and-Calendar/Messages-from-the-
President/Archive/Linda-M_-Gojak/Fluency_-Simply-Fast-and-Accurate_-I-
Think-Not!/

Poncy, B., Skinner, C., McCallum, E. (2012). A comparison of class-wide taped


problems and cover, copy, and compare for enhancing mathematics fluency.
Psychology in the Schools, 49(8), 744-755. Retrieved from
https://doi.org/10.1002/pits.21631

Price, G., Mazzocco, M., & Ansari, D. (2013). Why mental arithmetic counts: Brain
activation during single digit arithmetic predicts high school math scores.
Journal of Neuroscience, 33, 156-163. Retrieved from
https://doi.org/10.1523/jneurosci.2936-12.2013

Wagganer, E. (2015). Creating math talk communities. Teaching Children


Mathematics, 22(4), 248-254. Retrieved from
https://doi.org/10.5951/teachchilmath.22.4.0248

Wiezbick, K. (2009). Metacognition: Developing Self-Knowledge Through Guided


Reflection. University of Massachusetts Amherst. Retrieved from
https://scholarworks.umass.edu/cgi/viewcontent.cgi?referer=https://www.goo
gle.com/&httpsredir=1&article=1133&context=open_access_dissertations

Byrne, A.B. (2018). Thinking about thinking.


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Battista, M., Boerst, T., Confrey, J., Knuth, E., Smith, M., Sutton, J., White, D., &
Quander, J. (2009). Research in mathematics education: Multiple methods
for multiple uses. Journal for Research in Mathematics Education, 40(3), 216-
240. Retrieved from http://www.jstor.org/stable/40539335

Bringard, A.N. (2017). TEACHER PERCEPTION OF MATH FACT FLUENCY AND


THE IMPACT ON STUDENT ACHIEVMENT AND CLASSROOM
INSTRUCTION. Retrieved from
https://www.cn.edu/libraries/tiny_mce/tiny_mce/plugins/filemanager/files/Diss
ertations/DissertaionsFall2017/Andrea_N_Bringard.pdf

Baroody, A., Bajwa, N., Eiland, M. (2009). Why can’t Johnny remember the basic
facts? Developmental Disabilities Research Reviews, 15(1), 69-79. Retrieved
from https://doi.org/10.1002/ddrr.45

What is Grounded Theory? (2014, July 20). Retrieved (2019, Feb 10) from
Grounded Theory Institute, http://www.groundedtheory.com/what-is-gt.aspx

Explorable.com (Sep 13, 2009). Judgmental Sampling. Retrieved Feb 03, 2019 from
Explorable.com: https://explorable.com/judgmental-sampling

Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C.,
Klebanov, P., & ... Japel, C. (2007). School readiness and later achievement.
Developmental Psychology, 43(6), 1428-1446. Retrieved from
http://doi.org/10.1037/0012-1649.43.6.1428

Woodward, J. (2006). Developing automaticity in multiplication facts: Integrating


strategy instruction with timed practice drills. Learning Disability Quarterly,
29(4), 269-289. Retrieved from https://doi.org/10.2307/30035554

Baroody, A. (2006). Why children have difficulties mastering the basic number

combinations and how to help them. Teaching Children Mathematics, 13, 22


31. Retrieved from
http://www.jstor.org/stable/41198838?seq=1&cid=pfdreference#references_t
ab_contents

Battista, M., Boerst, T., Confrey, J., Knuth, E., Smith, M., Sutton, J., White, D., &
Quander, J. (2009). Research in mathematics education: Multiple methods
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for multiple uses. Journal for Research in Mathematics Education, 40(3), 216-
240. Retrieved from http://www.jstor.org/stable/40539335

C. Unpublished/Published Material

Stigler, J., & Hiebert, J. (2009). The teaching gap. New York, NY: The Free Press.

Ericsson, A., & Pool, R. (2016). Peak: Secrets from the new science of expertise.
New York: Houghton Mifflin Harcourt

Thompson, A. (2009). A focus group-based qualitative study of the strengths,


challenges, and improvement suggestions of a k-4 standards-based math
improvement project (MIP) (Doctoral dissertation). Available from ProQuest
Dissertations and Theses database. (UMI No. 3371268)

Cartwright, K. (2018). Teacher's Conceptions of Mathematical Fluency (Published


Master Thesis). University of Sydney School of Education and Social Work.

Oviatt, S. L., & Cohen, A. O (2010). Toward High-Performance Communications


Interfaces for Science Problem Solving. (EJ905287).

Ellery, K. (2008). Assessment for Learning: A Case Study Using Feedback


Effectively in an Essay-Style Test.

van de Kamp, M., Admiraal, W., van Drie, J., & Rijlaarsdam, G. (2015). Enhancing
Divergent Thinking in Visual Arts Education: Effects of Explicit Instruction of
Meta-Cognition. (EJ1052144).

Diaz, I. (2015). Training in Metacognitive Strategies for Students' Vocabulary


Improvement by Using Learning Journals. (EJ1051498).

Karaali, G. (2015). Metacognition in the Classroom: Motivation and Self-Awareness


of Mathematics Learners. (EJ1060949)

D. Blog

Annie Brookman-Bryne. Thinking about thinking. Bold, 22 June 2018,


https://bold.expert/thinking-about-
thinking/?gclid=Cj0KCQiAkfriBRD1ARIsAASKsQLjgJRkKTIEhkN_2reBnb5H
XuOCiTTKd4stASAmKoAfzk8vnRBgQm4aAmcvEALw_wcB
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Foley, Ben. “An introduction to judgement sampling.” surveygizmo, 8 May 2018,


Retrieved from https://www.surveygizmo.com/resources/blog/introduction-to-
judgment-sampli ng/

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