References: Guided Practice

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Alloway, T.P. (2006). How does working memory work in the classroom? Educational Research and Reviews, 1(4), 134-139.

Anghileri, J. (2006). Scaffolding practices that enhance mathematics learning. Journal of Mathematics Teacher Education, 9(1), 33-52.

American Psychological Association, Coalition for Psychology in Schools and Education. (2015). Top 20 principles from psychology for preK-12 teaching and learning. Retrieved from http://

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

Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J. R., & Witzel, B. (2009). Assisting students struggling with mathematics: Response to Intervention (RtI) for elementary and middle schools (NCEE 2009-4060). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

National Mathematics Advisory Panel (NMAP). (2008). Foundations for success: The final report of the national mathematics advisory panel. Washington, DC: U.S. Department of Education.

Newcombe, Nora S. (2010). Picture this: Increasing math and science learning by improving spatial thinking. American Educator, 34(2), 29-35.

Paris, S. G., & Winograd, P. (1990). How metacognition can promote academic learning and instruction. Dimensions of Thinking and Cognitive Instruction, 1, 15-51.

Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. American Educator, 36(1), 12-19, 39.

Sammons, L. (2009). Guided math: A framework for mathematics instruction. Shell Education.

Willis, J. (2006). _Research-based strategies to ignite student learning. _Alexandria, VA: ASCD. Chapter 1 retrieved from,_Learning,_and_Test-Taking_Success.aspx