| Understanding the Critical Areas in Teaching and Learning of Geometry and Measurement |
|
Hong, Dae S.
(Department of Teaching and Learning, University of Iowa)
Choi, Kyong Mi (Department. of Curriculum, Instruction and Special Education, University of Virginia) |
| 1 | Henningsen, M., & Stein, M. K. (1997). Mathematical tasks and student cognition: classroom-based factors that support and inhibit high-level mathematical thinking and reasoning. Journal for Research in Mathematics Education, 28(5), 524-549. https://doi.org/10.2307/749690 DOI |
| 2 | National Council of Teachers of Mathematics [NCTM]. (2014). Principles to actions: ensuring mathematical success for all. NCTM. |
| 3 | Hong, D. S., & Runnalls, C. (2020). Examining preservice teachers' responses to area conservation tasks. School Science and Mathematics, 120(5), 262-272. https://doi.org/10.1111/ssm.12409 DOI |
| 4 | Hong, D. S., & Runnalls, C. (2022). "I don't think they need any help with the formula": Examining elementary preservice teachers' responses to volume tasks. School Science and Mathematics, 122(3), 155-168. https://doi.org/10.1111/ssm.12521 DOI |
| 5 | Mullis, I. V. S., Martin, M. O., Foy, P., & Hooper, M. (2016). TIMSS 2015 International Results in Mathematics. Retrieved from http://timssandpirls.bc.edu/timss2015/international-results/ |
| 6 | Runnalls, C., & Hong, D. S. (2019). "Well, they understand the concept of area": preservice teachers' responses to student area misconceptions. Mathematics Education Research Journal, 32, 629-651. https://doi.org/10.1007/s13394-019-00274-1 DOI |
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