Vấn đề giải toán không gian trong môn Toán lớp 7: Một khảo sát về tác động của việc sử dụng chương trình phần mềm trung gian máy tính

Anderson, J. R. (2000).Cognitive psychology and its implications (5th ed.). New York: Freeman. Anderson, J. R., Corbett, A. B., Koedinger, K. R., & Pelletier, R. (1999).Cognitive tutors: Lessons learned. [On-line] Pittsburgh: Carnegie Mellon University. Available:http://act.psy.cmu.edu/ACT/papers/Lessons_Learned.html Arnold, L. S. (1999).Evaluating contemporary learning technologies: Effects on problem solving and spatial mathematics. Unpublished master’s thesis, Flinders University of South Australia. Australian Council for Educational Research. (1978).ACER mathematics profile series: Space test. Melbourne: Author. Australian Education Council. (1991).A national statement on mathematics for Australian schools. Melbourne: Australian Education Council & Curriculum Corporation. Bork, A. (1992). Learning in the twenty-first century interactive multimedia technology. In Giardini, M. (Ed.),Interactive multimedia learning environments: Human factors and technical considerations on design issues (pp. 2–30). New York: Springer-Verlag. Buckleitner, W. (1999). The state of children’s software evaluation -Yesterday, today, and in the 21st century.Information Technology in Childhood Education Annual, 211–220. Clark, R. E. (1983). Reconsidering research on learning from media.Review of Educational Research, 53, 445–459. Clark, R. E. (1994). Media will never influence learning.Educational Technology Research and Development, 42, 21–29. Cognition and Technology Group at Vanderbilt. (1994). From visual word problems to learning communities: Changing conceptions of cognitive research. In McGilly, K. (Ed.),Classroom lessons: Integrating cognitive theory and classroom practice. Cambridge, MA: MIT Press. Curriculum Corporation (1997).Working mathematically: Space. Melbourne: Curriculum Corporation. Curriculum Corporation & Department for Education and Children’s Services (S.A.). (1996).Working mathematically: Space CD-ROM [for Windows]. Adelaide: Department for Education and Children’s Services. Damon, W. (1990). Social relations and children’s thinking skills.Contributions to Human Development, 21, 95–107. Just, M. A., & Carpenter, P. A. (1985). Cognitive coordinate systems: Accounts of mental rotation and individual differences in spatial ability.Psychological Review, 92,137–172. Kozma, R. (1994). ‘Will Media Influence Learning? Reframing the Debate’Educational Technology Research and Development, 4, 7. Lawson, M. J., McInerney, P., Hattam, R., & Smyth, J. (1999).Embedding information technology in the curriculum: Teachers’ Learning Project investigation series. Adelaide: Flinders Institute for the Study of Teaching. McGee, M. (1979). Human spatial abilities: Psychometric studies and environment, genetic, hormonal and neurological influences.Psychological Bulletin, 86, 889–917. National Council of Teachers of Mathematics. (1989).Curriculum and evaluation standards for school mathematics. Reston, VA: Author. Newell, A., Shaw, J.C., & Simon, H.A. (1958). Elements of a theory of human problem solving.Psychological Review, 65, 151–166. Olssen, K., & Walsh, S. (1996).Working Mathematically: Space CD-ROM Support Book. Adelaide: Curriculum Corporation and Department for Education and Children’s Services. Owens, K. (1997). Classroom views of space. In Doig, B. & Lokan, J. (Eds.),Learning from children: Mathematics from a classroom perspective. Melbourne: Australian Council for Educational Research. Paris, S.G., & Ayres, L. R. (1994).Becoming reflective students and teachers. Washington, DC: American Psychological Association. Pegg, J. (1995). Learning and teaching geometry. In Grimison, L. & Pegg, J. (Eds.),Teaching secondary school mathematics: Theory into Practice. Sydney: Harcourt Brace. Pressley, M., & McCormick, C. B. (1995).Advanced educational psychology for educators, researchers, and policy-makers. New York: Harper Collins. Resnick, L.B., & Ford, W. W. (1981).Psychology of mathematics for instruction. Hillsdale, NJ. Lawrence Erlbaum. Ringstaff, C., Sandholtz, J. H., & Dwyer, D.C. (1991).Trading places: When teachers utilize student expertise in technology-intensive classrooms. Paper presented at the Annual Conference of the American Educational Research Association, April, Chicago. Russell, T. L. (1996).The “No Significant Difference” phenomenon (Parts 1–3): as reported in 218 research reports, summaries and papers. Extracted by Thomas L. Russell, Director, Office of Instructional Telecommunications North Caroline State University Available online: http://cuda.teleeducation.nb.ca/nosignificantdifference/ Scardamalia, M., Bereiter, C., & Lamon, M. (1994). The CSILE project: trying to bring the classroom into world 3. In K. McGilly (Ed.),Classroom lessons: Integrating cognitive theory and classroom practice. Cambridge, MA: MIT Press. Shuell, T. J. (1986). Cognitive conceptions of learning.Review of Educational Research,,56(4), 411–436. Tartre, L. (1990). Spatial skills, gender and mathematics. In Fennema, E., & Leder, G., (Eds),Mathematics and gender. New York: Teachers College Press. Thomas, G. & Sullivan, N. (1998). Integrating technology into the curriculum.Thrust for Educational Leadership, 27, 10–11. Yelland, N. (1999). Reconceptualising schooling with technology for the 21st century: Images and reflections.Information Technology in Childhood Education Annual, 39–59. Yuille, J. C., & Steiger, J. H. (1982). Nonholistic processing in mental rotation: Some suggestive evidence.Perception & Psychophysics, 31, 201–209.