Reflections from Research
Chapter 2
Bibliography
Adams, T. L. (1993). The effects of graphing calculators and a model for conceptual change on community college students' concept of function, Unpublished doctoral dissertation, University of Florida. (Chapters 2 and 9, pages 90 and 420)
Anthony, G. J., & Walshaw, M. A. (2004). Zero: A “none” number? Teaching Children Mathematics, 11, 38-42. (Chapter 2, page 65)
Baroody, A. J., Gannon, K. E., Berent, R., & Ginsberg, H. P. (1983). The development of basic formal math abilities. Acta Paedologica, 1, 133 -151. (Chapter 2, page 74)
Bruce, B. & Threlfall, J. (2004) One, two, three and counting. Educational Studies in Mathematics, 55, 3-26. (Chapter 2, page 59)
FUSON, K. C. (1988). Children’s counting and concepts of number. New York: Springer-Verlag. (Chapter 2, page 61)
FUSON, K. C. (1990). Conceptual structures for multidigit numbers: Implications for learning and teaching multidigit addition, subtraction and place-value. Cognition and Instruction, 7, 343-403. (Chapter 2, page 71)
GOLDENBERG, E. P., HARVEY, W., LEWIS, P. G., UMIKER, R. J., WEST, J., & ZODHIATES, P. (1988). Mathematical, technical, and pedagogical challenges in the graphical representation of functions (Tech. Report No. 88-4). Cambridge, MA: Educational Technology Center, Harvard Graduate School of Education. (Chapter 2, page 91)
Knuth, E. J., Stephens, A. C., McNeil, N. M., & Alibali, M. W. (2006). Does understanding the equal sign matter? Evidence from solving equations. Journal for Research in Mathematics Education, 37, 297-312. (Chapter 2, page 85)
Uy, F. L. (2002). The Chinese numeration system and place value. Teaching Children Mathematics,9, 243-247. (Chapter 2, page 62)
WANG, M. C., RESNICK, L. B., & BOOZER, R. F. (1971). The sequence of development of some early mathematics behaviors. Child Development, 42, 1767 -1778. (Chapter 2, page 76)
WHEELER, M. M. (1987). Research into practice: Children's understanding of zero and infinity. Arithmetic Teacher, 35, 42-44. (Chapter 2, page 47)