Author :
Year-Number: 2010-Volume 2, Issue 2
Language : null
Konu : null
Abstract
Keywords
Abstract
Keywords
- [1] Butty, J.-A. L. M. Teacher instruction, student attitudes, and mathematics performance among 10th and 12th grade Black and Hispanic students. The Journal of Negro Education 70 (Winter-Spring 2001), 19-37.
- [2] Duch, B. J. Writing problems for deeper understanding. In The Power of Problem-Based Learning: A Practical “How To” for Teaching Undergraduate Courses in Any Discipline, B. J. Duch, S. E. Groh, and D. E. Allen, Eds. Falmer Press, 2001.
- [3] Ericsson, K. A., Prietula, M. J., and Cokely, E. T. The making of an expert. Harvard Business Review (July-August 2007), 114-121.
- [4] Harm, J. How socioeconomic status and other factors affect math achievement: A review of the research literature. April 2008.
- [5] Hlavaty, J. H., and Ruderman, H. D. How provide for the mathematically talented? NASSP Bulletin 52 (April 1968), 98-108.
- [6] Hoffman, R. I. The slow learner changing his view of math. NASSP Bulletin 52 (April 1968), 86-97.
- [7] Kline, M. Why Johnny Can't Add: The Failure of the New Math. St. Martin's Press, 1973.
- [8] Lubienski, S. T. Problem solving as a means toward mathematics for all: An exploratory look through a class lens. Journal for Research in Mathematics Education 31 (July 2000), 454-482.
- [9] Manouchehri, A. Mathematics curriculum reform and teachers: What are the dilemmas? Journal of Teacher Education 49 (September 1998), 276-286.
- [10] Manouchehri, A. School mathematics reform: Implications for mathematics teacher preparation. Journal of Teacher Education 48 (May 1998), 197-209.
- [11] Mason, D. A., Schroeter, D. D., Combs, R. K., and Washington, K. Assigning average- achieving eighth graders to advanced mathematics classes in an urban junior high. The Elementary School Journal 92 (May 1992), 587-599.
- [12] McBee, M. T. A descriptive analysis of referral sources for gifted identification screening by race and socioeconomic status. The Journal of Secondary Gifted Education XVII (Winter 2006), 103-111.
- [13] Moses, R. P., and Cobb, Charles E., J. radical equations: Civil Rights from Mississippi to the Algebra Project. Beacon Press, 2001.
- [14] Naglieri, J. A., and Ford, D. Y. Addressing underrepresentation of gifted minority children using the Naglieri nonverbal ability test (NNAT). Gifted Child Quarterly 47 (Spring 2003), 155-160.
- [15] Nasir, N. S., Hand, V., and Taylor, E. V. Culture and mathematics in school: Boundaries between ‚cultural‛ and ‚domain‛ knowledge in the mathematics classroom and beyond. Review of Research in Education 32 (2008), 187-240.
- [16] Ross, P. E. The expert mind. Scientific American 295 (August 2006), 64-71.
- [17] Sarouphim, K. M. DISCOVER: A promising alternative assessment for the identification of gifted minorities. Gifted Child Quarterly 43 (Fall 1999), 244-251.
- [18] Schmakel, P. O. Early adolescents' perspectives on motivation and achievement in academics. Urban Education 43 (November 2008), 723-749.
- [19] VanTassel-Baska, J., Feng, A. X., and Evans, B. L. Patterns of identification and performance among gifted students identified through performance tasks: A threeyear analysis. Gifted Child Quarterly 51 (Summer 2007), 218-231.
- [20] Willingham, D. T. Why Don't Students Like School? Jossey-Bass, 2009.
- [21] Winner, E., and Von Karolyi, C. Giftedness and egalitarianism in education: A zero sum? NASSP Bulletin 82 (February 1998), 47-60.
- [22] Yoon, S. Y., and Gentry, M. Racial and ethnic representation in gifted programs: Current status of and implications for gifted Asian American students. Gifted Child Quarterly 53 (Spring 2009), 121-136.