Bibliography | California Mathematics Project:
California State University Dominguez Hills Summer 2007

Literature | Bibliography 1 | Bibliography 2

Boaler, J. & Staples, M. (2005) Transforming students’ lives through an equitable mathematics approach: The case of Railside school. Available online:
http://ltag.education.tas.government.au/focus/beingnumerate/equity.pdf

Boaler, J. & Brodie, K. (2004). “The importance, nature and impact of teacher questions." In McDougall, D.E. Ross, J.A. (Eds.), Proceedings of the Twenty-Sixth Annual Meeting of the North American Chapter of the International Group for Psychology of Mathematics Education.
Volume2. 773-782.

Chenoweth, K. (Summer 2007). “Uncovering academic success.” American Educator. 30-36.

Crowley, M. “The van Heile model of the development geometric thought.”

Driscol, M. (1999). Fostering Algebraic Thinking. Portsmouth, NH: Heinemann Books.
 

Ellington, A. (2003). “A meta-analysis of the effects of calculators on students’ achievement and attitude levels in precollege mathematics classes.” Journal of Research in Mathematics Education 34 (5) 433-463.
 

Garrison, L. & Mora, J.K. (1999) "Adapting mathematics instruction for English-language learners: The language-concept connection." Changing the Faces of Mathematics: Perspectives on Latino: NCTM 1999 Yearbook. Arlington, VA: NCTM. 35-48.

Gibbons, P. (2002). “Classroom talk: creating context for classroom learning.” Scaffolding Language, Scaffolding Learning. Chapter 2. Portsmouth, NH: Heinemann Books.
 

Glasser, W. (May 1987). “The key to improving schools: An interview with William Glasser.” Phi Delta Kappan. 656-662.
 

Haberman, M. (2007). “Can star teachers create learning communities?” Kaleidoscope. Ryan, K. & Cooper, J. M. editors. New York: Houghton Mifflin Company.
 

Lager, C.A. (2006). “Types of mathematics-reading interactions that unnecessarily hinder algebra learning and assessment.” Reading Psychology, 27(2-3), 165-204.
clager@education.ucsb.edu