Notes
1 Mary Hegarty, Richard E. Mayer, and Christopher A. Monk, “Comprehension of Arithmetic Word Problems: A Comparison of Successful and Unsuccessful Problem Solvers,” Journal of Educational Psychology 87, no. 1 (March 1995): 18.
2 “English Language Arts/Literacy and Mathematics: Smarter Balanced Summative Assessments,” California Assessment of Student Performance and Progress, accessed June 10, 2023, https://caaspp-elpac.ets.org/caaspp/ViewReportSB?ps=true&lstTestYear=2022&lstTestType=B&lstGroup=1&lstGrade=13&lstSchoolType=A&lstCounty=43&lstDistrict=69427-000&lstSchool=4335428&lstSubject=m.
3 “Smarter Balanced Summative Assessments.”
4 “Smarter Balanced Summative Assessments.”
5 “Smarter Balanced Summative Assessments.”
6 Rodger Bybee, The BSCS 5E Instructional Model: Creating Teachable Moments (Arlington: National Science Teachers Association Press, 2015), 4-7.
7 Toshiakira Fujii, “Understanding the Concept of Variable Through Whole-Class Discussions: The Community of Inquiry from a Japanese Perspective,” in Algebra Teaching around the World, eds. Frederick K. S. Leung, Kyungmee Park, Derek Holton, and David Clarke (Rotterdam: SensePublishers, 2014), 144-45.
8Roger Howe, “From Arithmetic to Algebra,” Mathematics Bulletin: A Journal for Educators, 13.
9 Robert Slavin, “Co-operative learning: what makes group-work work?” in The Nature of Learning: Using Research to Inspire Practice, eds. H. Dumont, D. Istance and F. Benavides (Paris: OECD Publishing, 2010), 170.
10 Slavin, “Co-operative learning,” 170.
11 Howe, “From Arithmetic,” 15.
12 Howe, “From Arithmetic,” 16.
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