CHAPTER 6 : References

Anthony, G. & Walshaw, M. (2003a). Pizza for dinner: “How much” or “how many”? In L. Bragg, C. Campbell, G. Herbert & J. Mousley (Eds.), MERINO (Proceedings of the 26th annual conference of the Mathematics Education Research Group of Australasia, Auckland, pp. 80-87 ). Melbourne: MERGA.

Anthony, G. & Walshaw, M. (2003b). Dividing up the pizza? A context for assessing fractions. In A. Gilmore, S. Lovett & C. van Hasselt (Eds.), NEMP Probe Study findings 2003 (p. 11). Wellington: Ministry of Education.
Boaler, J. (1993). The role of contexts in the mathematics classroom: Do they make mathematics more “real”? For the Learning of Mathematics, 13(2), 12-17.
Cooper, B. & Dunne, M. (2000). Assessing children's mathematical knowledge: Social class, sex and problem-solving. Buckingham: Open University Press.
Crooks, T. & Flockton, L. (2002). Mathematics: Assessment results 2001. National Education Monitoring Report 23. Dunedin: Education Assessment Research Unit.
Eley, L. & Caygill, R. (2002). One test suits all? An examination of differing assessment task formats. New Zealand Journal of Educational Studies, 37(1), 27-38.
Eley, L. & Caygill, R. (2003). The effect of task format on student achievement. In A. Gilmore, S. Lovett & C. van Hasselt (Eds.), NEMP Probe Study findings 2003 (p. 26). Wellington: Ministry of Education.
Flockton, L. & Crooks, T. (1998). Mathematics: Assessment results 1997. National Education Monitoring Report 9. Dunedin: Education Assessment Research Unit.
Flockton, L., Crooks, T., Smith, J. & Smith, L. F. (2006). Mathematics: Assessment results 2005. National Education Monitoring Report 37. Dunedin: Education Assessment Research Unit.
Gray, E. M. (1991). An analysis of diverging approaches to simple arithmetic: Preference and its consequences. Educational Studies in Mathematics, 22(6), 551-574.
Gray, E. & Pitta, D. (1996). Number processing: Qualitative differences in thinking and role of imagery. In L. Puig & A. Gutiérrez (Eds.), Proceedings of the 20th annual meeting of the International Group for the Psychology of Mathematics Education, (Vol 3, pp. 35-42). Valencia, Spain: PME.
Hart, K. M. (1981). Children's understanding of mathematics: 11-16. London: John Murray.
Irwin, K. C. (1999). Difficulties with decimals and using everyday knowledge to overcome them. Set: Research information for teachers, 2, 1-4.
Johnson, D. C. (1989). Children's mathematical frameworks 8-13: A study of classroom teaching. Windsor: NFER-Nelson.
Maurer, S. B. (1987). New knowledge about errors and new views about learners: What they mean to educators and more educators would like to know. In A. H. Schoenfeld (Ed.), Cognitive science and mathematics education (pp. 165-187). Hillsdale, NJ: Lawrence Erlbaum Associates.
Moloney, K. & Stacey, K. (1996). Understanding decimals. The Australian Mathematics Teacher, 52(1), 4-8.
Sowder, J. T. (1988). Mental computation and number comparison: Their roles in the development of number sense and computational estimation. In J. Hiebert & M. Behr (Eds.), Number concepts and operations in the middle grades (pp. 182-197). Reston, VA: National Council of Teachers of Mathematics.
Steinle, V. & Stacey, K. (2001). Visible and invisible zeros: Sources of confusion in decimal notation. In J. Bobis, B. Perry & M. Mitchelmore (Eds.), Numeracy and beyond (Proceedings of the 24th annual conference of the Mathematics Education Research Group of Australasia, Sydney, pp. 434-441). Sydney: MERGA.
Sullivan, P., Zevenbergen, R. & Mousley, J. (2002). Contexts in mathematics teaching: Snakes or ladders? In B. Barton, K. C. Irwin, M. Pfannkuch, & M. O. J. Thomas (Eds.), Mathematics Education in the South Pacific (Proceedings of the 25th annual conference of the Mathematics Education Research Group of Australasia, Auckland, pp. 649-656). Auckland: MERGA.
Walls, F. (2004). The New Zealand Numeracy Projects: Redefining mathematics for the 21st Century? New Zealand Mathematics Magazine, 41(2), 21-43.
Zevenbergen, R. (2000). “Cracking the code” of mathematics classrooms: School success as a function of linguistic, social and cultural background. In J. Boaler (Ed.), Multiple perspectives on mathematics teaching and learning (pp. 201-223). Westport, CT: Ablex Publishing.

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