References: Math Centers

Return to Math Centers strategy page.

References

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

Andreasen, J. B., & Hunt, J. H. (2012). Using math stations for commonsense inclusiveness. Teaching Children's Mathematics, 19(4), 238-246.

Cohen, J. (2001). Social and emotional education: Core concepts and practices. In J. Cohen (Ed.), _Caring classrooms/intelligent schools: The social emotional education of young children _(Chapter 1). New York: Teachers College Press.

Connors, S. (2007). Constructivism in a primary math setting (Master's thesis). The College at Brockport: State University of New York, New York.

Dieker, L. A., Delisio, L., & Bukaty, C. (2015). Tuning in with technology. In W. W. Murawski & K. L. Scott (Eds.), What really works in elementary education: Research-based practical strategies for every teacher. Thousand Oaks, CA: Corwin Press.

Dunn, T. K. (2004). Engaging prospective teachers in critical reflection: Facilitating a disposition to teach mathematics for diversity. In Preparing Mathematics and Science Teachers for Diverse Classrooms (pp. 155-170). Routledge.

Education Endowment Foundation. (2018). Collaborative learning: Moderate impact for very low cost, based on extensive evidence. _Teaching & learning toolkit. _Retrieved from https://educationendowmentfoundation.org.uk/pdf/generate/?u=https://educationendowmentfoundation.org.uk/pdf/toolkit/?id=152&t=Teaching%20and%20Learning%20Toolkit&e=152&s=

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.

Gillies, R., & Boyle, M. (2013). Cooperative learning: A smart pedagogy for successful learning. _Cooperative Learning Project. _University of Queensland: School of Education.

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, G. E., Strain, P., Yates, T.., & Hemmeter, M. L. (2010). Social Emotional Teaching Strategies [Presentation Script]. Retrieved from The Center on the Social and Emotional Foundations for Early Learning: http://csefel.vanderbilt.edu/modules/module2/script.pdf

Kersaint, G. (2017). Selecting and sequencing student solutions: Facilitating productive mathematics discussions in the classroom. Massachusetts: Curriculum Associates.

Klanderman, D. B., Webster Moore, M., Maxwell, M. S., & Robbert, S. K. (2013). Creating problems and their solutions: service-learning through Trinity mathematics triathlons, math nights, and math centers. PRIMUS, 23(6), 563-571.

Marcon, R. A. (2002). Moving up the Grades: Relationship between Preschool Model and Later School Success. Early Childhood Research & Practice, 4(1), 1.

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

Russell, S. (2008). A Commitment to Service-NAEYC Leadership and Involvement. YC Young Children, 63(6), 6-9.

Slavin, R.E. (2014). Cooperative learning and academic achievement: Why does groupwork work?. Anales de Psicologia, 30(3), 785-791.

Slavin, R. E. (2015). Cooperative learning in elementary schools. Education 3-13, 43(1), 5-14.

Tudge, J. R., Winterhoff, P. A., & Hogan, D. M. (1996). The cognitive consequences of collaborative problem solving with and without feedback. Child Development, 67(6), 2892-2909.

Vygotsky, L. S. (1978). Mind in society (Eds. M. Cole, V. John-Steiner, S. Scribner, & E. Souberman). Cambridge, MA: Harvard University Press.

Willis, J. (2006). Research-based strategies to ignite student learning. Alexandria, VA: ASCD.

Metacognition - 2: "Direct instruction and cognitive apprenticeship may support children's development of metacognition because they are exposed to the backgrounds and experiences of their teachers and peers. Learners can then take those experiences and apply those to their own experiences and learning." (Connors, S., 2007, p.20)