References: Explicit Instruction: Math Strategies

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References

Ashkenazi, S., & Najjar, D. (2018). Non-adaptive strategy selection in adults with high mathematical anxiety. Scientific Reports, 8(1), 1-9.
Durkin, K., Star, J. R., & Rittle-Johnson, B. (2017). Using comparison of multiple strategies in the mathematics classroom: Lessons learned and next steps. ZDM, 49(4), 585-597.

Gartmann, S., & Freiberg, M. (1995). Metacognition and mathematical problem solving: Helping students to ask the right questions. The Mathematics Educator, 6(1), 9-13.
Hodzik, S., & Lemaire, P. (2011). Inhibition and shifting capacities mediate adults' age-related differences in strategy selection and repertoire. Acta Psychologica,
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86.
Manly, M., & Ginsburg, L. (2010). Algebraic Thinking in Adult Education. National Institute for Literacy.
Mousley, K., & Kelly, R. R. (1998). Problem-solving strategies for teaching mathematics to deaf students. American Annals of the Deaf, 143(4), 325-336.
Nonesuch, K. (2006). Changing the Way We Teach Math. A Manual for Teaching Basic Math to Adults. Malaspina University College.
Rittle-Johnson, B., & Star, J. R. (2007). Does comparing solution methods facilitate conceptual and procedural knowledge? An experimental study on learning to solve equations. Journal of Educational Psychology, 99(3), 561-574.

Sullivan, P. (2011). Teaching mathematics: Using research-informed strategies. Australian Council for Educational Research (Vol. 59). Camberwell.

U.S. Department of Education, Office of Career, Technical, and Adult Education. (2014). TEAL Math Works! Guide. Washington, DC.

World Education. (2008). Focus on basics: Connecting research and practice. 9(A) A, 1-49.