Nancy Anderson, EdD

Mathematics Teacher ~ Author ~ Consultant

Ball, D.L., Thames, M.H. & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407.
Baroody, A. (2006). Why children have difficulties mastering the basic number combinations and how to help them. Teaching Children Mathematics, 13, 22-31.

Berger, W. (2016). A more beautiful question. London, UK: Bloomsbury.
Boaler, J. Youcubed at Stanford University. www.youcubed.org. Stanford University.

Boaler, J. (2016). Mathematical mindsets. San Francisco, CA: Jossey-Bass.

Bransford, J.D., Brown, A.L. & Cocking, R.R. (Eds.). (2000). How people learn: Brain, mind, experience, and school (expanded ed.). Washington, DC: National Academy Press.
Brown, P.C., Roediger, H.L., & McDaniel, M.A. (2014). Make it stick. Cambridge, MA: The Belknap Press of Harvard University.
Burton, L. (1999). The practices of mathematicians: What do they tell us about coming to know mathematics? Educational Studies in Mathematics, 37, 121-143.

Carey, B. (2015). How we learn. New York, NY: Random House.
Carpenter, T.P., Fennema, E., Franke, M.L., Levi, L.W., & Empson, S.B. (1999). Children’s mathematics: Cognitively guided instruction. Portsmouth, NH: Heinemann.
Chapin, S.H. & Johnson, A. (2006). Math matters (2nd ed.). Sausalito, CA: Math Solutions.
Chapin, S., O’Connor, C., & Anderson, N. (2009). Talk moves: A teacher’s guide for using talk moves to support the Common Core and more (3rd ed.). Sausalito, CA: Math Solutions.

Chapin, S. & O’Connor, C. (2004). Project Challenge: Identifying and developing talent in mathematics within low-income urban schools.  Boston, MA: Boston University.

Chi, M.T.H. & Bassok, M. (1989). Learning from examples via self-explanations. In L.B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 251-282). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Cobb, P., Wood, T. Yackel, E., Nicholls, J., Wheatley, G., Trigatti, B. & Perlwitz, M. (1991).  Assessment of a problem-centered second-grade mathematics project. Journal for Research in Mathematics Education, 22, 3-29.
Fennema, E., Carpenter, T.P., Franke, M.L., Levi, L., Jacobs, V.R. & Empson, S.B. (1996). A longitudinal study of learning to use children’s thinking in mathematics instruction. Journal for Research in Mathematics Education, 27, 4, 403—434.
Franke, M.L., Webb, N., Chan, A.G., Ing, M., Freund, D. & Battey, D. (2009). Teacher questioning to elicit students’ mathematical thinking in elementary school classrooms. Journal of Teacher Education, 60, 380-392.
Fuson, K. (2003). Toward computational fluency in multidigit multiplication and division. Teaching Children Mathematics, 9, 300-305.
Gray, E., & Tall, D. (1994). Duality, ambiguity, and flexibility: A “proceptual” view of simple arithmetic. Journal for Research in Mathematics Education, 25(2), 116-140.
Hattie, J. & Yates, G. (2014). Visible learning and the science of how we learn. London: Routledge.

Hembree, R. & Dessart, D. (1986). Effect of hand-held calculators in precollege mathematics education: A meta-analysis. Journal for Research in Mathematics Education, 17, 83-99.
Hiebert, J. & Carpenter, T.  (2007). Learning and teaching with understanding. In F. Lester, Jr. (Ed.), Second handbook of research on mathematics teaching and learning. Reston, VA: National Council of Teachers of Mathematics.
Hiebert, J., Carpenter, T., Fennema, E., Fuson, K., Wearne, D., Murray, H., Olivier, A. & Human, P.  (1997). Making sense. Portsmouth, NH: Heinemann.
Hill, H., Rowan, B. & Ball, D.L. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371-406.
Hill, H.C., Blank, M.L., Charalambous, C.Y., Lewis, J.M., Phelps, G. C., Sleep, L. & Ball, D.L. (2008). Mathematical knowledge for teaching and the mathematical quality of instruction: An exploratory study. Cognition and Instruction, 26, 430-511.
Kieran, C. (2008). Learning and teaching algebra at the middle school through college levels: building meaning for symbols and their manipulation.  In F.K. Lester, Jr. (Ed.), Second handbook of research on mathematics teaching and learning, pps. 707 – 762. Reston, VA: NCTM.
Kilpatrick, J., Swafford, J., & Findell, B. (Eds.) (2001). Adding it up.  Washington, D.C.: National Academy Press.
Kling, G. & Bay-Williams, J. (2014). Assessing basic fact fluency. Teaching Children Mathematics, 8, 489-497.

Moser, J., Schroder, H., Heeter, C., Moran, T., and Lee, Y. (2011). Mind your errors: Evidence for a neural mechanism linking growth mind-set to adaptive posterror adjustments, Psychological Science, 22, 1484-1489.

National Council of Teachers of Mathematics (NCTM). (2006). Curriculum Focal Points for Prekindergarten through grade 8 mathematics: A quest for coherence. Reston, VA: NCTM.
Otto, A.D., Caldwell, J.H., Lubinski, C.A., Hancock, S.W. (2011). Developing essential understanding of multiplication and division, grades 3-5. Reston, VA: NCTM.

Renkl, A. (2002). Worked-out examples: instructional explanations support learning by self-explanations. Learning and Instruction, 12, 529-556.
Schmidt, W., Houang, R., & Cogan, L., “A coherent curriculum: The case of mathematics,” American Educator, Summer 2002, 1-18.

Schwartz, K. (November 21, 2016). What Neuroscience Can Tell Us About Making Fractions Stick. Retrieved from www.kqed.org.

Sfard, A. (2008). Thinking as communicating: Human development, the growth of discourses, and mathematizing. Cambridge: Cambridge University Press.

Star, J.R. (2005). Reconceptualizing procedural knowledge. Journal for Research in Mathematics Education, 36(5), 404-411.
Stein, M.K., Grover, B.W., & Henningsen, M. (1996). Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms.  American Educational Research Journal, 3, 455-488.
Stigler, J. & Hiebert, J.  (1999).  The teaching gap. New York, NY: The Free Press.
Tugend, A. (2011). Better by mistake. New York, NY: Riverhead Books.

Usiskin, Zalman.  “Why Elementary Algebra Can, Should, and Must Be an Eighth-Grade Course for Average Students.” In Algebraic Thinking, Grades K – 12, edited by Barbara Moses, pp. 40 – 48.  Reston, Va.: National Council of Teachers of Mathematics, 1999.
von Glaserfeld, E. (1995). A constructivist approach to teaching. In Constructivism in education. Steffe, L.P. & Gale, J. (Eds.). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.

Webb, N.W. (1991). Task-related verbal interaction and mathematics learning in small groups. Journal for Research in Mathematics Education, 22(5), 366-389.
Webb, N.M. & Mastergeorge, A.M. (2003). The development of students’ helping behavior and learning in peer-directed small groups.  Cognition and Instruction, 21, 361-428.Wu, H. (2007). Fractions, decimals, and rational numbers. University of California, Department of Mathematics. Retrieved on October 14, 2015 from http://math.berkely.edu/~wu.

Webb, N.M., Troper, J.D. & Fall, R. (1995). Constructive activity and learning in collaborative small groups. Journal of Educational Psychology, 87, 406-423.