Tạo dựng Tương lai Toán học thông qua Phương pháp Giảng dạy Bình đẳng: Trường Hợp Trường Railside
Tóm tắt
Từ khóa
Tài liệu tham khảo
Becker J., 2000, Phi Delta Kappan, 81, 529
Black P., 1998, Phi Delta Kappan, 80, 139
Boaler J., 1997, Experiencing school mathematics: Teaching styles, sex and setting
Boaler J., 2002, For the Learning of Mathematics, 22, 42
Boaler J., 2006, Educational Leadership, 63, 74
Boaler J., and Brodie K. (2004). The importance of depth and breadth in the analysis of teaching: A framework for analysing teacher questions. In the Proceedings of the 26th Meeting of the North America Chapter of the International Group for the Psychology of Mathematics Education. Toronto, Ontario.
Boaler J., and Gresalfi M. S. (in preparation). What is learning? The importance and nature of disciplinary relationships in mathematics.
Briars D., and Resnick L. (2000). Standards, assessments–and what else? The essential elements of standards-based school improvement. Unpublished manuscript.
Chazan D., 2000, Beyond formulas in mathematics and teaching: Dynamics of the high school algebra classroom
Cohen E., 1994, Designing groupwork
Cohen E., 1997, Working for equity in heterogeneous classrooms: Sociological theory in practice
Eisenhart K., 2002, The qualitative researcher's companion, 3
Fendel D., 1997, Interactive mathematics program- Year 1
Fiori N., and Boaler J. (2004). What discussions teach us about mathematical understanding: Exploring and assessing students’ mathematical work in classrooms. In the Proceedings of the 26th Meeting of the North America Chapter of the International Group for the Psychology of Mathematics Education. Toronto, Ontario.
Freedman S. W., 2005, Research in the teaching of English, 40, 62
Geertz C., 2000, The interpretation of cultures
Glesne C., 1992, Becoming qualitative researchers
Gutiérrez R., 2000, Multicultural Curriculum: New Directions for Social Theory, Practice and Policy, 119
Haberman M., 1991, Phi Delta Kappan, 73, 290
Hand V. (2003). Reframing participation: Meaningful mathematical activity in diverse classrooms. Unpublished dissertation, Stanford University, Stanford, CA.
Holland D., 1998, Identity and agency in cultural worlds
Horn I. S. (2002). Learning on the job: Mathematics teachers’ professional development in the contexts of high school reform. Unpublished Ph.D. Dissertation, University of California, Berkeley.
Knapp M. S., 1992, Academic challenge for the children of poverty. Summary report
Ladson-Billings G., 1994, Dreamkeepers: Successful teachers of African-American children
Lampert M., 2001, Teaching problems and the problems of teaching
Madison B. L., 1990, A challenge of numbers: People in the mathematical sciences
McLaughlin M., 2001, Professional communities and the work of high school teaching
Moses B., 2001, Radical equations: Math literacy and civil rights
Oakes J., 1985, Keeping track: How schools structure inequality
Picciotto H., 1995, Lab gear activities for algebra 1
RAND. (2002, October). Mathematical proficiency for all students: Toward a strategic research and development program in mathematics education (Dru-2773-OERI). Arlington, VA: RAND Education & Science and Technology Policy Institute.
Rosen L., 2001, Policy as practice: Toward a comparative socio-cultural analysis of educational policy, 1, 295
Sallee T., 2000, College preparatory mathematics
Silver E. A., 1995, New directions for equity in mathematics education, 9
Siskin L. S., 1994, Realms of knowledge: Academic departments in secondary schools
Stein M. K., 2000, Implementing standards-based mathematics instruction: A case book for professional development
Talbert J., 1996, Teachers’ professional lives, 127
Tharp R., 1988, Rousing minds to life: Teaching, learning, and schooling in social context
Yin R. K., 1994, Case study research: Design and methods