Математическое мышление. Книга для родителей и учителей

Good C., Rattan A., Dweck C. S. Why do women opt out? Sense of belonging and women’s representation in mathematics // Journal of Personality and Social Psychology. 2012. Vol. 102 (4). Pp. 700–717.

Gray E., Tall D. Duality, ambiguity, and flexibility: A “proceptual” view of simple arithmetic // Journal for Research in Mathematics Education. 1994. Vol. 25 (2). Pp. 116–140.

Gunderson E. A., Gripshover S. J., Romero C. et al. Parent praise to 1–3 year-olds predicts children’s motivational frameworks 5 years later // Child Development. 2013. Vol. 84 (5). Pp. 1526–1541.

Gutstein E., Lipman P., Hernandez P., de los Reyes R. Culturally relevant mathematics teaching in a Mexican American context // Journal for Research in Mathematic Education. 1997. Vol. 28 (6). Pp. 709–737.

Haack D. Disequilibrium (I): Real learning is disruptive. A Glass Darkly (blog). 2011, January 31 // http://blog4critique.blogspot.com/2011/01/disequilibrium-i-real-learning-is.html.

Hersh R. What is mathematics, really? Oxford, UK: Oxford University Press, 1999.

Horn I. S. Learning on the job: A situated account of teacher learning in high school mathematics departments // Cognition and Instruction. 2005. Vol. 23 (2). Pp. 207–236.

Humphreys C., Parker R. Making number talks matter: Developing mathematical practices and deepening understanding, grades 4–10. Portland, ME: Stenhouse Publishers, 2015.

Jacob W. [Math Acceleration]. Personal communication. 2015.

Jones M. G., Howe A., Rua M. J. Gender differences in students’ experiences, interests, and attitudes toward science and scientists // Science Education. 2000. Vol. 84. Pp. 180–192.

Karni A., Meyer G., Rey-Hipolito C. et al. The acquisition of skilled motor performance: Fast and slow experience-driven changes in primary motor cortex // PNAS. 1998. Vol. 95 (3). Pp. 861–868.

Khan S. The one world schoolhouse: Education reimagined. New York: Twelve, 2012.

Kitsantas A., Cheema J., Ware W. H. Mathematics achievement: The role of homework and self-efficacy beliefs // Journal of Advanced Academics. 2011. Vol. 22 (2). Pp. 310–339.

Klarreich E. Meet the first woman to win math’s most prestigious prize // Quanta Magazine. 2014, August 13 // http://www.wired.com/2014/08/maryam-mirzakhani-fields-medal.

Kohn A. Punished by rewards: The trouble with gold stars, incentive plans, A’s, praise, and other bribes. New York: Mariner Books, 1999.

Kohn A. The schools our children deserve: Moving beyond traditional classrooms and tougher standards. New York: Mariner Books, 2000.

Kohn A. Teachers who have stopped assigning homework (blog). 2008, September // http://www.alfiekohn.org/blogs/teachers-stopped-assigning-homework.

Kohn A. The case against grades. 2011, November // http://www.alfiekohn.org/article/case-grades.

Koonlaba A. E. 3 visual artists — and tricks — for integrating the arts into core subjects // Education Week Teacher. 2015, February 24 // http://www.edweek.org/tm/articles/2015/02/24/3-visual-artists-and-tricks-for-integrating-the-arts.html.

Langer-Osuna J. How Brianna became bossy and Kofi came out smart: Understanding the differentially mediated identity and engagement of two group leaders in a project-based mathematics classroom // Canadian Journal for Science, Mathematics, and Technology Education. 2011. Vol. 11 (3). Pp. 207–225.

Lawyers’ Committee for Civil Rights of the San Francisco Bay Area. Held back: Addressing misplacement of 9th grade students in Bay Area school math classes. 2013, January // www.lccr.com.

Lee D. N. Black girls serving as their own role models in STEM // Scientific American. 2014, November 25 // http://blogs.scientificamerican.com/urban-scientist/2014/11/25/black-girls-serving-as-their-own-role-models-in-stem.

Lee J. Racial and ethnic achievement gap trends: Reversing the progress toward equity? // Educational Researcher. 2002. Vol. 31 (1). Pp. 3–12.

Lemos M. S., Veríssimo L. The relationships between intrinsic motivation, extrinsic motivation, and achievement, along elementary school // Procedia — Social and Behavioral Sciences. 2014. Vol. 112. Pp. 930–938.

Leslie S.-J., Cimpian A., Meyer M., Freeland E. Expectations of brilliance underlie gender distributions across academic disciplines // Science. 2015. Vol. 347 (6219). Pp. 262–265.

Lupton T., Pratt S., Richardson K. Exploring long division through division quilts // Centroid. 2014. Vol. 40 (1). Pp. 3–8.

Maguire E., Woollett K., Spiers H. London taxi drivers and bus drivers: A structural MRI and neuropsychological analysis // Hippocampus. 2006. Vol. 16 (12). Pp. 1091–1101.