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Unpublished manuscript.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.