| Okuma Listesi |
Doyle, W. (1988). Work in mathematics classes: The context of students' thinking during instruction. Educational Psychologist, 23 (2), 167-180.Henningsen, M. and Stein, M. K. (1997). Mathematical tasks and student cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning. Journal for Research in Mathematics Education, 28 (5), 524-549.Hiebert, J. and Wearne, D. (1993). Instructional tasks, classroom discourse, and students’ learning in second-grade arithmetic. American Educational Research Journal, 30 (2), 393-425.Özmantar, M. F. ve Bingölbali, E. (2014). Etkinlik tasarımı ve temel tasarım prensipleri. E. Bingölbali ve M. F. Özmantar (Editörler), İlköğretimde karşılaşılan matematiksel zorluklar ve çözüm önerileri içinde (s. 313-348). Ankara: Pegem Akademi Yayınları.Smith, M. and Stein, M. K. (2011). 5 Practices for Orchestrating Productive Mathematics Discussions. National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502.Stein, M. K., Grover, B. W. and Henningsen, M. (1996). Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms. American Educational Research Journal, 33 (2), 455-488.Stein, M. K., Smith, M. S., Henningsen, M. A. and Silver, E. A. (2000). Implementing standards-based mathematics instruction: A casebook for professional development. New York: Teachers Collegge Press, Reston, VA: Author. |
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