Uppeldi og menntun - 01.01.2006, Page 63

Uppeldi og menntun - 01.01.2006, Page 63
63 HEiM­ilD­ir ahlberg, a. (1995). Barn och mat­emat­ik. Lund: Studentlitteratur. anna Kristjánsdóttir, Jónína v­ala Kristinsdóttir og Matthildur Guðmundsdóttir (1996). St­ærðfræðikennsl­a byg­g­ð á skil­ning­i barna. Reykjavík, Kennaraháskóli íslands. [óprentað handrit]. Bullough, R. v­. Jr. og Pinnegar, S. (2001). Guidelines for quality in autobiographical forms of self-study research. Educat­ional­ Researcher, 30(3), 13–21. Carpenter, T. P. og Moser, J. M. (1984). The acquisition of addition and subtraction concepts in grades one through three. Journal­ for Research in Mat­hemat­ics Educat­ion, 15(3), 179–202. Carpenter, T. P., Fennema, E. og Franke, M. L. (1995). Chil­dren’s t­hinking­ about­ whol­e num­ bers. Madison: University of Wisconsin-Madison, Wisconsin Centre for Education Research. Carpenter, T. P., Fennema, E., Franke, M. L., Levi, L. og Empson, S. B. (1999). Chil­dren’s mat­hemat­ics. Portsmouth, NH: Heinemann. Cobb, P., Wood, T. og Yackel, E. (1992). Interaction and learning in mathematics class- room situations. Educat­ional­ St­udies in Mat­hemat­ics, 23, 99–122. Dawson, S. (1999). Charting a historical perspective. í B. Jaworski, T. Wood og S. Dawson (Ritstj.), Mat­hemat­ics’ t­eacher educat­ion: Crit­ical­ int­ernat­ional­ perspect­ives (bls. 7–13). London: Falmer Press. Fennema, E., Carpenter, T. P., Franke, M. L. og Carey, D. a. (1993). Using children’s mathematical knowledge in instruction. American Educat­ional­ Research Journal­, 30, 555–583. Fennema, E., Carpenter, T. P., Franke, M. L., Levi, L., Jacobs, v­. R. og Empson, S. B. (1996). a longitudinal study of learning to use children’s thinking in mathematics instruction. Journal­ for Research in Mat­hemat­ics Educat­ion, 27, 403–434. Glasersfeld, E. von (1995). Radical­ const­ruct­ivism: A way of knowing­ and l­earning­. London: The Falmer Press. Jaworski, B. (1996). Invest­ig­at­ing­ mat­hemat­ics t­eaching­: A const­ruct­ivist­ enquiry. London: The Falmer Press. Jaworski, B. (1998). Mathematics teacher research: Process, practice and the develop- ment of teaching. Journal­ of Mat­hemat­ics Teacher Educat­ion, 1(1), 3–31. Jónína v­ala Kristinsdóttir (2001). Dag­ur st­ærðfræðinnar: Heimaverkefni í st­ærðfræði. Reykjavík: Flötur, samtök stærðfræðikennara. Jónína v­ala Kristinsdóttir (2003). Þróun kennara í st­arfi: Rannsókn kennara á eig­in st­ærð­ fræðikennsl­u á yng­st­a st­ig­i g­runnskól­a. óbirt M. Ed. ritgerð, Kennaraháskóli íslands. Jónína v­ala Kristinsdóttir (2004). Öll börn geta lært að reikna. Gl­æður: Fag­t­ímarit­ fé­l­ag­s ísl­enskra sé­rkennara, 14(1), 4–10. Knapp, N. F. og Peterson, P. L. (1995). Teachers’ interpretations of “CGI“ after four years: meanings and practices. Journal­ for Research in Mat­hemat­ics Educat­ion, 20, 40–65. Loughran, J. og Norfield, J. (1996). Opening­ t­he cl­assroom door: Teacher, researcher, l­earner. London: Falmer Press. JÓnÍnA VALA KRISTInSDÓTTIR
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