Математическое мышление. Книга для родителей и учителей

Challenge Success. Changing the conversation about homework from quantity and achievement to quality and engagement. Stanford, CA: Challenge Success, 2012 // http://www.challengesuccess.org/portals/0/docs/ChallengeSuccess-Homework-WhitePaper.pdf.

Cohen E. Designing groupwork. New York: Teachers College Press, 1994.

Cohen E., Lotan R. Designing groupwork: Strategies for the heterogeneous classroom. 3rd ed. New York: Teachers College Press, 2014.

Cohen G. L., Garcia J. Educational theory, practice, and policy and the wisdom of social psychology // Policy Insights from the Behavioral and Brain Sciences. 2014. Vol. 1 (1). Pp. 13–20.

Common Core State Standards Initiative. Standards for mathematical practice. Common Core State Standards Initiative, 2015 // http://www.corestandards.org/Math/Practice.

Conner J., Pope D., Galloway M. K. Success with less stress // Educational Leadership. 2009. Vol. 67 (4). Pp. 54–58.

Darling-Hammond L. Teacher quality and student achievement // Education Policy Analysis Archives. 2000. Vol. 8. P. 1.

Deevers M. Linking classroom assessment practices with student motivation in mathematics. American Educational Research Association, San Francisco, 2006.

Delazer M., Ischebeck A., Domahs F. et al. Learning by strategies and learning by drill — evidence from an fMRI study // NeuroImage. 2005. Pp. 839–849.

Devlin K. Mathematics: The science of patterns: The search for order in life, mind and the universe. Scientific American Library: New York, 1997.

Devlin K. The math gene: How mathematical thinking evolved and why numbers are like gossip. New York: Basic Books, 2001.

Devlin K. The math instinct: Why you’re a mathematical genius (along with lobsters, birds, cats, and dogs). New York: Basic Books, 2006.

Dixon A. Editorial // FORUM. 2002. Vol. 44 (1). P. 1.

Duckworth A., Quinn P. Development and validation of the short grit scale // Journal of Personality Assessment. 2009. Vol. 91 (2). Pp. 166–174.

Duckworth E. Twenty-four, forty-two and I love you: Keeping it complex // Harvard Educational Review. 1991. Vol. 61 (1). Pp. 1–24.

Dweck C. S. Is math a gift? Beliefs that put females at risk // W. W. S. J. Ceci, ed. Why aren’t more women in science? Top researchers debate the evidence. Washington, DC: American Psychological Association, 2006a.

Eccles J., Jacobs J. Social forces shape math attitudes and performance // Signs. 1986. Vol. 11 (2). Pp. 367–380.

Elawar M. C., Corno L. A factorial experiment in teachers’ written feedback on student homework: Changing teacher behavior a little rather than a lot // Journal of Educational Psychology. 1985. Vol. 77 (2). Pp. 162–173.

Elmore R., Fuhrman S. Opportunity-to-learn standards and the state role in education // Teachers College Record. 1995. Vol. 96 (3). Pp. 432–457.

Engle R. A., Langer-Osuna J., McKinney de Royston M. Towards a model of influence in persuasive discussions: Negotiating quality, authority, and access within a student-led argument // Journal of the Learning Sciences. 2014. Vol. 23 (2). Pp. 245–268.

Esmonde I., Langer-Osuna J. Power in numbers: Student participation in mathematical discussions in heterogeneous spaces // Journal for Research in Mathematics Education. 2013. Vol. 44 (1). Pp. 288–315.

Feikes D., Schwingendorf K. The importance of compression in children’s learning of mathematics and teacher’s learning to teach mathematics // Mediterranean Journal for Research in Mathematics Education. 2008. Vol. 7 (2).

Flannery S. In code: A mathematical journey. New York: Workman Publishing Company, 2002.

Fong A. B., Jaquet K., Finkelstein N. Who repeats Algebra I, and how does initial performance relate to improvement when the course is repeated? (REL 2015–059). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory West, 2014 // http://ies.ed.gov/ncee/edlabs.

Frazier L. To raise student achievement, North Clackamas schools add lessons in perseverance. Oregonian/OregonLive, 2015, February 25 // http://www.oregonlive.com/education/index.ssf/2015/02/to_raise_student_achievement_n.html.

Galloway M. K., Pope D. Hazardous homework? The relationship between homework, goal orientation, and well-being in adolescence // Encounter: Education for Meaning and Social Justice. 2007. Vol. 20 (4). Pp. 25–31.

Girl Scouts of the USA with the National Center for Women & Information Technology (NCWIT). Evaluating promising practices in informal science, technology, engineering and mathematics (STEM) education for girls, 2008 // http://www.ncwit.org/sites/default/files/legacy/pdf/NCWIT-GSUSAPhaseIIIReport_FINAL.pdf.