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.
Carpentieri, J.D. & Frumkin, L. (2010) Adult numeracy: A review of research. National Research and Development Centre for Literacy and Numeracy (NRDC), Institute of Education, University of London.
Centre for Education Statistics and Evaluation (2017). Cognitive Load Theory: Research that teachers really need to understand. NSW Department of Education.
Accordino, D. B., & Accordino, M. P. (2011). An exploratory study of face-to-face and cyberbullying in sixth grade students. American Secondary Education, 40(1), 14-30.
While some Curiosity is dependent on the task at hand, creating a classroom climate that is supportive of Curiosity will help support learners' curious learning in the classroom more broadly.
Teachers can bring writing into math classrooms by asking the students to keep records of what they are doing and learning.
Hill, N. E., Witherspoon, D. P., & Bartz, D. (2018). Parental involvement in education during middle school: Perspectives of ethnically diverse parents, teachers, and students. The Journal of Educational Research, 111(1), 12-27.
Antia, S. D., Kreimeyer, K. H., Metz, K. K., & Spolsky, S. (2003). Peer interactions of deaf and hard-of-hearing children. Oxford Handbook of Deaf Studies, Language, and Education, 1, 164-176.
Teachers can also set up math centers where a student teaches, with the classroom teacher's support, a concept to a group of students who are still developing their understanding of the concept.
Kamps, D. M., Greenwood, C., Arreaga-Mayer, C., Veerkamp, M. B., Utley, C., Tapia, Y., Bowman-Perrot, L., & Bannister, H. (2008). The efficacy of classwide peer tutoring in middle schools. Education and Treatment of Children, 31(2), 119-152.
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