References: Untimed Tests

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Anderson, R. K., Boaler, J., & Dieckmann, J. A. (2018). Achieving elusive teacher change through challenging myths about learning: A blended approach. Education Sciences, 8(3), 98.

Baker, M., Rudd, R., & Pomeroy, C. (2001). Relationships between critical and creative thinking. Journal of Southern Agricultural Education Research, 51(1), 173-188.

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

Boaler, J. (2014). Research suggests that timed tests cause math anxiety. Teaching Children Mathematics, 20(8), 469-74.

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.

Jordan, N. C., Hanich, L. B., & Kaplan, D. (2003). Arithmetic fact mastery in young children: A longitudinal investigation. Journal of Experimental Child Psychology, 85(2), 103-119.

Kling, G., & Bay-Williams, J. M. (2014). Assessing basic fact fluency. Teaching Children Mathematics, 20(8), 488-497.

Lin, C. Y., & Cho, S. (2011). Predicting creative problem-solving in math from a dynamic system model of creative problem solving ability. Creativity Research Journal, 23(3), 255-261.

Schwartz, S. M., Evans, C., & Agur, A. M. (2015). Comparison of physical therapy anatomy performance and anxiety scores in timed and untimed practical tests. Anatomical Sciences Education, 8(6), 518-524.

Tsui, J. M., & Mazzocco, M. M. (2006). Effects of math anxiety and perfectionism on timed versus untimed math testing in mathematically gifted sixth graders. Roeper Review, 29(2), 132-139.