Den første boken er den mest gjennomarbeidede. Den er vurdert av fagfeller, og den er har gjennomgått grundig korrekturlsing. Den var klarert for trykking, men forlaget trakk seg i aller siste liten, så mitt håp om å få lagt den ut for vanlig salg forsvant. Stoffet som omhandler mellomtrinnet er ikke vurdert av andre, og det er mer preget av mine personlige oppfatninger enn stoffet om de yngre barna. På den andre siden, er det min klare oppfatning at det er nettopp på mellomtrinnet norsk skole har størst behov for å skjerpe seg når det gjelder matematikkfaget. Etter å ha jobbet med slikt stoff en menneskealder, tror jeg faktisk at jeg har noe å bidra med i så måte, men innser at muligheten til å øve innflytelse er meget begrenset.
Helt til slutt setter jeg inn referansene som er brukt i siste del.
Bradal, R. (1997). Matematikk i arbeidslivet. Implikasjoner for skolen. HiA: Hovedfagsoppgave.
Brown, T. (1997). Mathematics education and language. Nederland , Kluwer Academic Publishers.
Butterworth, B. (1999). What counts. New York . The Free Press.
Cestari, M.L. (1996). Teacher/student communication in traditional and constructivist approaches to teaching. In M.B. Bussi & A. Sierpinska & H. Steinberg (eds.): Language and communication in the mathematics classroom. Washington : NCTM.
Curry, D., Schmitt, M. J. & Waldron, S. (1996). A framework for adult numeracy standards: the mathematical skills and abilities adults need to be equipped for the future. USA : National Institute for Literacy. The Adult Numeracy Practitioners Network. (www.std.com/anpn/).
Devlin, K. (2000). The math gene. England . Basic Books.
Devlin, K. (2005(. The math instinct. New York . Thunder’s Mouth Press.
Dowling, P. (1991). The contextualizing of mathematics: towards a theoretical map. In M. Harris (Ed.), Schools. matematics and work (pp. 93-120). London : The Falmer Press.
Ernest, P. (1988). The Impact of beliefs on the teaching of mathematics. In P. Ernest (Ed.), Mathematics teaching: The state of the art. London : Falmer Press.
Ernest, P. (1995). Criticism and the growth of knowledge. Philosophy of Mathematics Education Network Newsletter.
Ernest, P. (1995). The philosophy of mathematics education. Philosophy of Mathematics Education Network Newsletter, 8.
Ernest, P. (1996). Social constructivism as a philosophy of mathematics: Radical constructivism rehablitated? England : University of Exeter .
Ernest, P. (1996). The nature of mathematics and teaching. Philosophy of Mathematics Education Network Newsletter, 9.
Fernandez, C. & Yoshida, M. (2004). Lesson study. A japanese approach to improving mathematics teaching and learning. London . Lawrence Erlbaum associates publishers.
Harris M. (1991). (Ed.), Schools. matematics and work. London : The Falmer Press.
Hoyles, C., Noss, R. & Pozzi, S. (1997). Mathematising in practice. University of London .
Hundeide, K. (1989). Barns livsverden. Oslo: Cappelen.
Jahr, E. (1998). Piaget og Vygotskij. I Matematikk 1 for allmennlærerutdanningen. Oslo . Universitetsforlaget.
Katz, V. J. (1993). A history of mathematics. USA . Harper Collins.
Lave J., Smith, S. & Butler, M. (1989). Problem solving as an everyday practice. In R. Charles & E. Silver (Eds.), The teaching and assessing of mathematical problem solving (pp. 61-81). Hillsdale , NY : Lawrence Erlbaum Assiciation.
Lave, J. & Wenger, E. (1991). Situated learning. Legitimate peripheral participation. New York , NY : Cambridge University Press.
Lave, J. (1991). Situated learning in communities of practice. In L. B. Resnick, J. M. Levine & S. D. Teasley (Eds.), Socially shared cognition (pp. 63-84). Washington DC : American Psychological Associationon.
Lave, J. (1993). The practice of learning. In S. Chaiklin & J. Lave (Eds.),
Understanding practice. Perspectives on activity and context (pp. 3-34).
Lave. J. (1990). The culture of acquisition and the practice of understanding. In J. W. Stigler, R. A. Schweder, & G. Herdt (Eds.), Cultural Psychology: essays on comparative human development (pp. 309-327).
Lerman, S. (1993). The role of the teacher in childrens learning of mathematics. In Significant influences on childrens learning of mathematics. Paris : UNESCO, Science and Technology Education, Document Series no. 47, 61-85.
Löwing, M. & Kilborn, W. (2002). Baskunnskaper i matematikk för skola, hem och samhälle. Sverige. Studentlitteratur.
Ma, L. (1999). Knowing and teaching elementary mathematics. USA . Lawrence Erlbaum Assosiates
McLeod, D.B. (1992). Reseach in affect in mathematics education: a reconceptualization. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning, 575-596. New York , NY : Macmillan.
Mehan, H. (1979). Looking inside schools. In H. Mehan: Learning lessons: social organization of the classroom. Cambrigde, Mass.: Harvard University Press.
Mellin-Olsen, S. & Rasmussen, S. (1977). Skolens vold. Oslo: Pax Forlag.
Mellin-Olsen, S. (1984). Eleven, matematikken og samfunnet. Olso: NKI-forlaget.
Mellin-Olsen, S. (Ed.), (1989). Kunnskapsformidling. Virksomhetsteoretiske perspektiver. Bergen: Caspar Forlag.
Mellin-Olsen, S. (Ed.), (1989). Om kunnskap. Fagdidaktiske perspektiver. Bergen: Bergen Lærerhøgskole.
Orton, A. (1992). Learning mathematics. London . Cassels forlag.
Program for International Student Assessment. (2004). Learning for tomorrows world. First results from Pisa 2003. OECD.
Ryan, J. & Williams, J. (2007). Children’s mathematics 4 – 15. Learning from errors and misconceptions. England. Open University Press. McGraw – Hill Education.
Schoenfeld, A.H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics.
Schoenfeld, A.H. (1992). Learning to think mathematically: Problem solving, metacognition and sense making in mathematics. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning. New York , NY : Macmillan.
Seeger, F., Voigt, J. & Waschescio, U. (Ed.) (1998). The culture of the mathematics classroom. New York . Cambridge University Press.
Steinsholt, K. & Løvlie, L. (Ed.) (2004). Pedagogikkens mange ansikter. Oslo. Universitetsforlaget.
Stevenson, H.W. & Stigler, J.W. (1992). The learning gap. USA . Simon and Schuster.
Stigler, J.W. & Hiebert, J. (1999). The teaching gap. USA. The Free Press.
Svege, E. (1996). Affektive sider ved undervisning og studenters læring av matematikk. HiA: Hovedfagsoppgave.
Thompson, A.G. (1992). Teachers beliefs and onceptions: A synthesis of the research. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning. New York , NY : Macmillan.
Thompson. I. (Ed.) (1997). Teaching early number. UK . Open University Press.
TIMSS 2003. (2004). TIMSS med få ord. Norge. Akademia.
Ingen kommentarer:
Legg inn en kommentar