Supporting Research

The following are some of the books and articles that have been the most influential in the development of the Bridges curriculum.  Also available as an annotated bibliography.

 

Bennett, Albert B. and L. Ted Nelson.  2004.  Mathematics for Elementary Teachers:  A Conceptual Approach, 6^th ed.  New York:  McGraw-Hill.

 

Beto, Rachel. 2004. “Assessment and Accountability Strategies for Inquiry-Style Discussions.” Teaching Children Mathematics, 10 (9): 450–454.

 

Bresser, Rusty. 2003. “Helping English-Language Learners Develop Computational Fluency.”  Teaching Children Mathematics, 9 (6): 294-299.

 

Burns, Marilyn and Robyn Silbey. 2000. So You Have to Teach Math? Sound Advice for K–6 Teachers, Sausalito: Math Solutions Publications.

 

Carpenter, T.P., M.L. Franke, V.R. Jacobs, E. Fennema, and S. B. Empson. 1998. “A Longitudinal Study of Invention and Understanding in Children’s Multidigit Addition and Subtraction.” Journal for Research in Mathematics Education, 29 (1): 3–20.

 

Carroll, W. and D. Porter. 1997. “Invented Strategies can Develop Meaningful Mathematical Procedures.” Teaching Children Mathematics, 3 (7): 370–374.

 

Duckworth, Eleanor. 1987. “The Having of Wonderful Ideas” and Other Essays on Teaching and Learning. New York: Teachers College Press.

 

Fosnot, Catherine Twomey and Maarten Dolk. 2001. Young Mathematicians at Work:  Constructing Number Sense, Addition, and Subtraction.  Portsmouth, NH: Heinemann.

 

Fosnot, Catherine Twomey and Maarten Dolk. 2001. Young Mathematicians at Work:  Constructing Multiplication and Division.  Portsmouth, NH: Heinemann.

 

Fosnot, Catherine Twomey and Maarten Dolk. 2002. Young Mathematicians at Work:  Constructing Fractions, Decimals, and Percents.  Portsmouth, NH: Heinemann.

 

Fuson, Karen. 2003. “Toward Computational Fluency in Multidigit Multiplication and Division.” Teaching Children Mathematics, 9 (6): 300–305.

 

Garrison, Leslie and Jill Kerper Mora. 1999. “Adapting Mathematics Instruction for English-Language Learners:  The Language-Concept Connection.”  In Changing the Faces of Mathematics: Perspectives on Latinos, edited by Luis Ortiz-Franco, Norma G. Hernandez, and Yolanda De La Cruz.  Reston, VA: The National Council of Teachers of Mathematics.

 

Hiebert, J., T. P. Carpenter, E. Fennema, K. C. Fuson, D. Wearne, H. Murray, A. Oliver, and P. Human. 1997. Making Sense: Teaching and Learning Mathematics with Understanding. Portsmouth, NH: Heinemann.

 

Hufferd-Ackles, Kimberly, Karen Fuson, and Miriam Sherin. 2004. “Describing Levels and Components of a Math-Talk Community.” Journal for Research in Mathematics Education, 35, (2): 81 – 116.

 

Isaacs, A. C. and William M. Carroll. 1999. “Strategies for Basic-Facts Instruction.” Teaching Children Mathematics, May, 508–514.

 

Jarrett, Denise. 1999.  Teaching Mathematics and Science to English Language Learners.  Portland, OR: Northwest Regional Educational Laboratory.

 

Maier, Eugene. 2003.  Gene’s Corner and Other Nooks and Crannies.  Portland, OR:  The Math Learning Center.

 

Maier, Eugene. 1996. “Mathematical Swindling.” Starting Points for Implementing Visual Mathematics. Salem, Oregon: The Math Learning Center

 

Maier, Eugene. 1985. “Mathematics and Visual Thinking.” Washington Mathematics. September, 21–23.

 

Marzano, Robert J. 2003. What Works in Schools: Translating Research into Action. Alexandria, VA: Association for Supervision and Curriculum Development.

 

Mooney, Carol Garhart. 2000. Theories of Childhood: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky. St. Paul, MN: Redleaf Press.

 

National Council for Teachers of Mathematics. 2000. Principles and Standards for School Mathematics.  Reston, VA: The National Council of Teachers of Mathematics.

 

National Research Council. 2002. Helping Children Learn Mathematics. Washington, DC: National Academy Press.

 

Resnick, L. B., V. L. Bill, S. B. Lesgold, and M. N. Leer. 1991. “Thinking in Arithmetic Class.” In Teaching Advanced Skills to At-Risk Students: Views from Research and Practice, ed. B. Means, C. Chelemer, and M. S. Knapp, 27–53. San Francisco: Jossey-Bass.

 

Schifter, D. and C. Fosnot. 1993. Reconstructing Mathematics Education; Stories of Teachers Meeting the Challenge of Reform. New York: Teachers College Press.

 

Senk, S. and D. Thompson. (Eds.) 2003. Standards-Based School Mathematics Curricula: What Are They? What Do Students Learn? Mahwah, NJ: Lawrence Erlbaum Associates.

 

Sutton, J. and A. Krueger. (Eds.). 2002. ED Thoughts: What We Know About Mathematics Teaching and Learning. Aurora, CO: Mid-continent Research for Education and Learning.

 

Thompson, Tony and Stephen Sproule. 2005. "Calculators for Students with Special Needs."Teaching Children Mathematics, 11 (7): 391-395. 

 

Tomlinson, Carol Ann. 1999. The Differentiated Classroom: Responding to the Needs of All Learners.  Alexandria, VA: Association for Supervision and Curriculum Development.

 

Thornton, C.A. and P.J. Smith. 1988 “Action Research: Strategies for Learning Subtraction` Facts.” Arithmetic Teacher, 35 (8): 8–13.

 

Van de Walle, John A. 2004. Elementary and Middle School Mathematics: Teaching Developmentally, 5^th ed. New York: Pearson Education, Inc.

 

Webb, Norman L. 1999. Alignment of Science and Mathematics Standards and Assessments in Four States. Washington, DC: Council of Chief of State School Officers.

 

Wolfe, Patricia. 2001. Brain Matters: Translating Research into Classroom Practice. Alexandria, VA: ASCD.

 

Wood, T. and P. Sellers. 1997. “Deepening the Analysis: Longitudinal Assessment of a Problem-Centered Mathematics Program.” Journal of Research in Mathematics Education, 28 (2): 163–186.

 

Zemelman, Steve, Harvey Daniels and Arthur Hyde. 1998. Best Practice: New Standards for Teaching and Learning In America’s Schools, 2^nd ed. Portsmouth, NH: Heinemann.