Return to Real-world Math strategy page.
Chao, T., & Jones, D. (2016). That's not fair and why: Developing social justice mathematics activists in pre-k. Teaching for Excellence and Equity in Mathematics, 7(1), 15-21.
Chen, L., Bae, S. R., Battista, C., Qin, S., Chen, T., Evans, T. M., & Menon, V. (2018). Positive attitude toward math supports early academic success: Behavioral evidence and neurocognitive mechanisms. Psychological Science, 29(3), 390-402.
Ferrari, V. (2008). Learning to count: Children and numbers. Correo del Maestro, 145, 1-12.
Matthews, J.S. (2018). On mindset and practices for re-integrating "belonging" into mathematics instruction. Ann Arbor, MI: TeachingWorks.
Rittle-Johnson, B., and Jordan, N. C. (2016). Synthesis of IES-funded research on mathematics: 2002-2013 (NCER 2016-2003) Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education.
Tan, E., Barton, A. C., Turner, E., & Gutierrez, M. V. (2012). Empowering science and mathematics education in urban schools. IL: University of Chicago Press.
Thomas, J. W. (2000). A review of research on project-based learning. San Rafael, CA: Autodesk Foundation.
Turner, E. E., Gutierrez, M. V., Simic-Muller, K., & Diez-Palomar, J. (2009). "Everything is math in the whole world": Integrating critical and community knowledge in authentic mathematical investigations with elementary Latina/o students. Mathematical Thinking and Learning, 11(3), 136-157.
Wager, A. A. (2013). Practices that support mathematics learning in a play-based classroom. In L. D. English & J. T. Mulligan (Eds.), Reconceptualizing Early Mathematics Learning (pp. 163-181). Springer Netherlands.
Generating summary page