Sources Used
Anderson, J.R., Reder, L.M., & Simon, H.A. Applications and misapplications of cognitive psychology to mathematics education. Pittsburgh: Carnegie Mellon University (http://actr.psy.cmu.edu/papers/misapplied.html)
COMAP (2002). The ARC Center tri-state student achievement study. Lexington, MA: The Consortium for Mathematics and Its Applications.
Darch, C., Carnine, D., & Gersten, R. (1984). Explicit instruction in mathematics problem solving. The Journal of Educational Research, 77(6), 351-359.
Dixon, R.C., Carnine, D.W., Lee, D., Wallin, J., & Chard, D. (1998). Review of high quality experimental mathematics research. Report to the California State Board of Education.
Fantuzzo, J.W., King, J.A., & Heller, L.R. (1992). Effects of reciprocal peer tutoring on mathematics and school adjustment: A component analysis. Journal of Educational Psychology, 84(3), 331-339.
Fantuzzo, J.W., Davis, G.Y., & Ginsburg, M.D. (1995). Effects of parent involvement in isolation or in combination with peer tutoring on student self-concept and mathematics achievement. Journal of Educational Psychology, 87(2), 272-281.
Fuson, K.C., Smith, S.T., & LoCicero, A.M. (1997). Supporting Latino first graders' ten-structured thinking in urban classrooms. Journal of Research in Mathematics Education, 28(6), 738-766.
Gersten, R., & Baker, S. K. (1998). Real world use of scientific concepts: Integrating situated cognition with explicit instruction. Exceptional Children, 65(1), 23-35.
Griffin, S.A., Case, R., & Siegler, R.S. (1994). Rightstart: Providing the central conceptual prerequisites for first formal learning of arithmetic to students at risk for school failure. In K McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice, pp. 25-49. Cambridge, MA: The MIT Press.
McDaniel, M.A., & Schlager, M.S. (1990). Discovery learning and transfer of problem-solving skills. Cognition and Instruction, 7(2), 129-159.
Moore, L. J., & Carnine, D. W. (1989). A comparison of two approaches to teaching ratio and proportions to remedial and learning disabled students: Active teaching with either basal or empirically validated curriculum design material. Remedial and Special Education, 10(4), 28-37.
National Center for Education Statistics (2001). The Nation's Report Card: Mathematics 2000. Washington, D.C.: U.S. Government Printing Office (NCES 2001-517).
National Center for Education Statistics (2000a). The condition of education 2000. Washington, D.C.: U.S. Government Printing Office (NCES 2000-062).
Rittle-Johnson, B., & Siegler, R.S. (1998). The relation between conceptual and procedural knowledge in learning mathematics: A review. In C. Donlan (Ed.), The development of mathematical skills. Psychology Press.
Rittle-Johnson, B. R., Siegler, R. S., & Alibali, M. W. (2001). Developing conceptual understanding and procedural skill in mathematics: An iterative process. Journal of Educational Psychology, 93(2), 346-362.
Slavin, R. (1983). When does cooperative learning increase student achievement? Psychological Bulletin, 94(3), 429-445.
Tuovinen, J.E.; Sweeler, J. (1999). A comparison of cognitive load associated with discovery learning and worked examples. Journal of Educational Psychology, 91(2), 334-341.
U.S. Bureau of Labor Statistics (1999). Occupational projections and training data, 1998-1999 edition. Washington, D.C.: U.S. Bureau of Labor Statistics
Woodward, J., & Baxter, J. (1997). The effects of an innovative approach to mathematics on academically low-achieving students in mainstreamed settings. Exceptional Children, 63(3), 373-388.
Woodward, J., Baxter, J., & Robinson, R. (1999). Rules and reasons: Decimal instruction for academically low-achieving students. Learning Disabilities Research and Practice, 14, 15-24.