Математическое мышление. Книга для родителей и учителей

Boaler J. Ability grouping in mathematics classrooms // S. Lerman, ed. International encyclopedia of mathematics education. New York: Springer, 2013b.

Boaler J. The stereotypes that distort how Americans teach and learn math // Atlantic, 2013c, November 12.

Boaler J. Ability grouping in mathematics classrooms // S. Lerman, ed. Encyclopedia of mathematics education. Dordrecht: Springer Science+Business Media, 2014. Pp. 1–5 // doi: 10.1007/978-94-007-4978-8.

Boaler J. Changing the conversation about girls and STEM. Washington, DC: The White House, 2014a, April 28 // http://www.youcubed.org/wp-content/uploads/Youcubed-STEM-white-house.pdf.

Boaler J. The mathematics of hope — Moving from performance to learning in mathematics classrooms. 2014b // https://www.youcubed.org/the-mathematics-of-hope-moving-from-performance-to-learning-in-mathematics-classrooms.

Boaler J. Fluency without fear: Research evidence on the best ways to learn math facts. YouCubed at Stanford University, 2014c // http://www.youcubed.org/wp-content/uploads/2015/03/FluencyWithoutFear-2015.pdf.

Boaler J. What’s math got to do with it? How teachers and parents can transform mathematics learning and inspire success. New York: Penguin, 2015a.

Boaler J. Memorizers are the lowest achievers and other Common Core math surprises // The Hechinger Report. 2015b, May 7 // http://hechingerreport.org/memorizers-are-the-lowest-achievers-and-other-common-core-math-surprises.

Boaler J., Greeno J. Identity, agency and knowing in mathematics worlds // J. Boaler, ed. Multiple perspectives on mathematics teaching and learning. Westport, CT: Ablex Publishing, 2000. Pp. 171–200.

Boaler J., Humphreys C. Connecting mathematical ideas: Middle school video cases to support teaching and learning. Portsmouth, NH: Heinemann, 2005.

Boaler J., Meyer D., Selling S. K., Sun K. The Simpsons sun blocker: Similarity and congruence through modeling, exploration, and reasoning. YouCubed at Stanford University. No date // http://www.youcubed.org/wp-content/uploads/The-Sunblocker1.pdf.

Boaler J., Sengupta-Irving T. The many colors of algebra: Engaging disaffected students through collaboration and agency // Journal of Mathematical Behavior, 2015.

Boaler J., Staples M. Transforming students’ lives through an equitable mathematics approach: The case of Railside School // Teachers College Record. 2005. Vol. 110 (3). Pp. 608–645.

Boaler J., Wiliam D. “We’ve still got to learn!” Students’ perspectives on ability grouping and mathematics achievement // P. Gates, ed. Issues in mathematics teaching. London: Routledge-Falmer, 2001.

Boaler J., Wiliam D., Brown M. Students’ experiences of ability grouping — disaffection, polarisation and the construction of failure // British Educational Research Journal. 2001. Vol. 26 (5). Pp. 631–648.

Bransford J., Brown A., Cocking R. How people learn: Brain, mind, experience and school. Washington, DC: National Academy Press, 1999.

Brousseau G. The crucial role of the didactical contract in the analysis and construction of situations in teaching and learning mathematics // H. G. Steiner, ed. Theory of mathematics education. Bielefeld Germany: Institut für Didactik der Mathematik der Universität Bielefeld, 1984. Pp. 110–119.

Bryant A. In head-hunting, big data may not be such a big deal // New York Times. 2013. June 19 // http://www.nytimes.com/2013/06/20/business/in-head-hunting-big-data-may-not-be-such-a-big-deal.html.

Burris C., Heubert J., Levin H. Accelerating mathematics achievement using heterogeneous grouping // American Educational Research Journal. 2006. Vol. 43 (1). Pp. 103–134.

Burton L. The practices of mathematicians: What do they tell us about coming to know mathematics? // Educational Studies in Mathematics. 1999. Vol. 37. Pp. 121–143.

Butler R. Task-involving and ego-involving properties of evaluation: Effects of different feedback conditions on motivational perceptions, interest and performance // Journal of Educational Psychology. 1987. Vol. 79. Pp. 474–482.

Butler R. Enhancing and undermining intrinsic motivation: The effects of task-involving and ego-involving evaluation on interest and performance // British Journal of Educational Psychology. 1988. Vol. 58. Pp. 1–14.