References: Model Positive Connections to Math

Return to Model Positive Connections to Math strategy page.

References

Beilock, S.L., & Willingham, D.T. (2014). Math anxiety: Can teachers help students reduce it? _American Educator, Summer Issue, _28-32, 43.

Gutstein, E. (2003). Teaching and learning mathematics for social justice in an urban, Latino school. Journal for Research in Mathematics Education, 37-73.

Hudson, T. (2017). Six strategies to reach, teach, and close math gaps for Latino English language learners in elementary and middle school. Bellevue, WA: DreamBox Learning.

Joseph, N. M., Hailu, M. F., & Matthews, J. S. (2019). Normalizing Black girls' humanity in mathematics classrooms. Harvard Educational Review, 89(1), 132-155.

Mercer, N., & Sams, C. (2006). Teaching children how to use language to solve maths problems. Language and Education, 20(6), 507-528.

Turnaround for Children. (2016, December 9). Stereotype threat: Strategies for the classroom [Blog post]. Retrieved from https://www.turnaroundusa.org/stereotype-threat-strategies-classroom/

Verschaffel, L., Greer, B., & De Corte, E. (2000). Making sense of word problems. Lisse: The Netherlands.

Metacognition - 0
"Components of school knowledge and "out-of-school" knowledge are often encapsulated and seldom processed together. The problem with "inert knowledge" in the domain of mathematics may be related to the fact that students are not sufficiently confronted with "real-life" mathematical problems, leading to the phenomenon of knowledge compartmentalization (in school vs. out of school). Another explanation for this phenomenon may be related to metacognitive deficits in the sense of a lack of adequate regulation or comprehension monitoring (for a review, see Renkl, 1996)." (Schneider, W., & Artelt, C., 2010, p.5 )