Works Cited
Carroll, William. Karen C. Fusion, and Jane V. Drueck. "Achievement Results for Second and Third Graders Using the Standards-Based Curriculum Everyday Mathematics." Journal for Research in Mathematics Education, May 2000.
Cross, Christopher T., Taniesha A. Woods, and Heidi A. Schweingruber. Mathematics learning in early childhood: paths toward excellence and equity. Washington, DC: National Academies Press, 2009.
Everyday Mathematics Grade 4. Chicago: Wright Group/McGraw-Hill, 2004.
Fuson, Karen C. "Issues in Place-Value and Multidigit Addition and Subtraction Learning and Teaching." Journal for Research in Mathematics Education
Ho, Connie Suk-Han , and Fanny Sim-Fong Cheng. "Training in Place-Value Concepts Improves Childrenâé™s Addition Skills." Contemporary Educational Psychology, October 1, 1997. http://www.sciencedirect.com/science/article/pii/S0361476X97909474 (accessed July 11, 2011).
Howe, Roger, and Susanna Epp. "Taking Place Value Seriously: Arithmetic, Estimation, and Algebra." http://www.maa.org/pmet/resources/PVHoweEpp-Nov2008.pdf. http://www.maa.org/pmet/resources/PVHoweEpp-Nov2008.pdf (accessed May 7, 2011).
Howe, Roger. "Developing and Interpreting Multiplication and Division with the
Number Line."
Howe, Roger. "The number line and addition and subtraction."
Ma, Liping. Knowing and teaching elementary mathematics teachers' understanding of fundamental mathematics in China and the United States. Mahwah, N.J.: Lawrence Erlbaum Associates, 1999.
Varelas, Maria, and Joe Becker. "Children's Developing Understanding of Place Value: Semiotic Aspects." Cognition And Instruction 15, no. 2 (1197): 265-286. http://www.jstor.org/stable/3233767 (accessed June 27, 2011).
Comments: