REFERENCES

12 HABITS OF MIND

    Behr, M., Wachsmuth, I., Post, T., & Lesh, R. (1984). Order and equivalence of rational numbers: A clinical teaching experiment. Journal for Research in Mathematics Education, 15, 323-341.

    Behr, M.J. (1987). Ratio and proportion: A synthesis of eight conference papers. In U. Bergson, N. Hescovits, & C. Kieran (Eds.), Psychology and mathematics education (Vol. II). Proceedings of the eleventh international conference, Montreal, Canada.

    Bell, A., Fischbein, E., & Greer, B. (1984). Choice of operation in verbal arithmetic problems: The effects of number size, problem, structure, and context. Educational Studies in Mathematics, 15, 129-147.

    Bell, A., Swan, M., & Taylor, G. (1981). Choice of operations in verbal problems with decimal numbers. Educational Studies in Mathematics, 12, 399-420.

    Benander, L., & Clement, J. (1985). Catalogue of error patterns observed in courses in basic mathematics. Unpublished manuscript. (ERIC Document Reproduction Service No. ED 287 672).

    Black, P. (1990). Can pupils design their own experiments? In Proceedings of the international conference on physics education through experiments (pp. 281-299). Tianjin, China: ICPE.

    Brown, J. & VanLehn, K. (1982). Towards a generative theory of "bugs." In T.P. Carpenter, J. Moser, & T. Romberg (Eds.), Addition and subtraction: A cognitive perspective (pp. 117-135). Hillsdale, NJ: Lawrence Erlbaum Associates.

    Carpenter, T., & Moser, J. (1983). The acquisition of addition and subtraction concepts. In R. Lesh & M. Landau (Eds.), Acquisition of mathematics: Concepts and processes (pp. 7-44). New York: Academic Press.

    Case, R., & Sowder, J. (1990). The development of computational estimation: A neo-Piagetian analysis. Cognition and Instruction, 7, 79-104.

    Fuson, K. (1988). Children's counting and concepts of number. New York: Springer Verlag.

    Fuson, K. (1992). Research on whole number addition and subtraction. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 243-275). New York: Macmillan Publishing Company.

    Fuson, K., & Willis, G. (1989). Second graders' use of schematic drawings in solving addition and subtraction word problems. Journal of Educational Psychology, 81, 514-520.

    Graeber, A., & Tirosh, D. (1988). Multiplication and division involving decimals: Preservice elementary teachers' performance and beliefs. Journal of Mathematical Behavior, 7, 263-280.

    Greer, B. (1992). Multiplication and division as models of situations. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 276-295). New York: Macmillan Publishing Company.

    Hart, K. (1988). Ratio and proportion. In J. Hiebert & M. Behr (Eds.), Number concepts and operations in the middle grades (pp. 198-219). Reston, VA: National Council of Teachers of Mathematics.

    Heller, P., Ahlgren, A., Post, T., Behr, M., & Lesh, R. (1989). Proportional reasoning: The effect of two context variables, rate type, and problem setting. Journal of Research in Science Teaching, 26, 205-220.

    Hembree, R., & Dessart, D. (1986). Effects of hand held calculators in precollege mathematics education: A meta-analysis. Journal for Research in Mathematics Education, 17, 83-89.

    Jungwirth, E. (1987). Avoidance of logical fallacies: A neglected aspect of science education and science-teacher education. Research in Science and Technological Education, 5, 43-58.

    Jungwirth, E., & Dreyfus, A. (1990). Identification and acceptance of a posteriori causal assertions invalidated by faulty enquiry methodology: An international study of curricular expectations and reality. In D. Herget (Ed.), More history and philosophy of science in science teaching (pp. 202-211). Tallahassee, FL: Florida State University.

    Jungwirth, E., & Dreyfus, A. (1992). After this, therefore because of this: One way of jumping to conclusions. Journal of Biological Education, 26, 139-142.

    Kaput, J. (1992). Technology and mathematics education. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 515-556). New York: Macmillan Publishing Company.

    Karplus, R., Pulos, S., & Stage, E. (1983). Proportional reasoning of early adolescents. In R. Lesh & M. Landau (Eds.), Acquisition of mathematics concepts and processes. New York: Academic Press.

    Kouba, V., Brown, C., Carpenter, T., Lindquist, M., Silver, E., & Swafford, J. (1988). Results of the fourth NAEP assessment of mathematics: Numbers, operations, and word problems. Arithmetic Teacher, 35(8), 14-19.

    Kuhn, D., Amsel, E., & O'Loughlin, M. (1988). The development of scientific thinking skills. San Diego, CA: Academic Press.

    Linn, M. & Swiney, J. (1981). Individual differences in formal thought: Role of cognitions and aptitudes. Journal of Educational Psychology, 73, 274-286.

    Linn, M., Clement, C., & Pulos, S. (1983). Is it formal if it's not physics? The influence of content on formal reasoning. Journal of Research in Science Teaching, 20, 755-776.

    Markovits, Z., & Sowder, J. (1991). Students' understanding of the relationship between fractions and decimals. Focus on Learning Problems in Mathematics, 13(1), 3-11.

    Peck, D., & Jencks, S. (1981). Conceptual issues in the teaching and learning of fractions. Journal for Research in Mathematics Education, 12, 339-348.

    Resnick, L., Nesher, P., Leonard, F., Magone, M. Omanson, S., & Peled, I. (1989). Conceptual bases of arithmetic errors: The case of decimal fractions. Journal for Research in Mathematics Education, 20, 8-27.

    Romberg, T., & Carpenter, T. (1986). Research on teaching and learning mathematics: Two disciplines of scientific inquiry. In M. Wittrock (Ed.), Handbook of research on teaching (pp. 850-873). New York: Macmillan Publishing Company.

    Roseberry, A., Warren, B., & Conant, F. (1992). Appropriating scientific discourse: Findings from language minority classrooms (Working paper 1-92). Cambridge, MA: TERC.

    Ross, J.A. (1988). Controlling variables: A meta-analysis of training studies. Review of Educational Research, 58.

    Rowell, J., & Dawson, C. (1984). Controlling variables: Testing a programme for teaching a general solution strategy. Research in Science and Technological Education, 2(1), 37-46.

    Shayer, M., & Adey, P. (1981). Towards a science of science teaching. London: Heinemann.

    Sowder, J. (1988). Mental computation and number comparison: Their roles in the development of number sense and computational estimation. In J. Hiebert & M. Behr (Eds.), Number concepts and operations in the middle grades (pp. 182-197). Reston, VA: National Council of Teachers of Mathematics.

    Sowder, J. (1992a). Making sense of numbers in school mathematics. In G. Leinhardt, R. Putnam, & R. Hattrup (Eds.), Analysis of arithmetic for mathematics teaching (pp.1-51). Hillsdale, NJ: Lawrence Erlbaum Associates.

    Sowder, J. (1992b). Estimation and number sense. In D. Grouws (Ed.), Handbook of Research on Mathematics Teaching and Learning (pp. 371-389). New York: Macmillan Publishing Company.

    Tournaire, F., & Pulos, S. (1985). Proportional reasoning: A review of the literature. Educational Studies in Mathematics, 16, 181-204.

    Vergnaud, G. (1988). Multiplicative structures. In J. Hiebert & M. Behr (Eds.), Number concepts and operations in the middle grades (pp. 141-161). Reston, VA: National Council of Teachers of Mathematics.

    Wearne, D., & Hiebert, J. (1988). Constructing and using meaning for mathematical symbols: The case of decimal fractions. In J. Hiebert & M. Behr (Eds.), Number concepts and operations in the middle grades (pp. 220-235) Reston, VA: National Council of Teachers of Mathematics.

    Wollman, W. (1977a). Controlling variables: Assessing levels of understanding. Science Education, 61, 371-383.

    Wollman, W. (1977b). Controlling variables: A neo-Piagetian developmental sequence. Science Education, 61, 385-391.

    Wollman, W., & Lawson, A. (1977). Teaching the procedure of controlled experimentation: A Piagetian approach. Science Education, 61, 57-70.