Bloom’s Taxonomy. Learning Skills Program. 4 April 2004 http://www.coun.uvic.ca/learn/program/hndouts/bloom.html>. This is a quick reference guide to the steps in Bloom’s Taxonomy. It can be used to evaluate what higher level thinking skills teachers are requiring their students to perform.
Carpenter, Thomas P., Elizabeth Fennema, Megan Loef Franke, Linda Levi, Susan B. Empson.
Portsmouth: Heinemann, 1999. This book addresses the problems that students have within the classroom relating to fully understanding mathematical operations. It gives strategies for teachers that can help foster student development in math.
Instead of Education: Ways to Help People Do Things Better
. New York: E.P. Dutton & Co., Inc., 1976. This reference book discusses the need for student synthesis in the classroom and reasoning behind the necessity of it.
Teaching Problems and the Problems of Teaching.
New Haven: Yale University Press, 2001. A teacher’s journey in teaching only by way of word problems is explained in this book. The author examines each student’s work and every word spoken. It is useful to see how an analysis of student work and discussion can give insight on difficulties students are having or even new ways of explaining problems.
Knowing and Teaching Elementary Mathematics.
Mahwah: Lawrence Erlbaum Associates, Publishers, 1999. Teachers in China have high expectations of their students and the students rise to the challenge. This book is a comparison between the teaching methods and practices of American and Chinese teachers. It is enlightening to see how those in China seem to perform “miracles” in the classroom, and helps define strategies that help them facilitate such success.
McTighe, Jay, and Steven Ferrara.
Assessing Learning in the Classroom.
Washington, DC: National Education Association, 1998. This short guide defines the different methods of assessment that a teacher can use in the classroom. Teachers can then work backwards by choosing what type of assessment to use to help define what they expect their students to learn and complete.
To Understand Is to Invent: The Future of Education.
New York: Grossman Publishers, 1973. Piaget believed that child development impacted the learning of certain mathematical skills. To be more exact he explains that some skills cannot be learned at all until the child graduates to a higher phase because he/she is just not developmentally ready to understand a certain concept. His studies explain the necessity of student generated work and synthesis within the classroom.
Slavin, Robert E.
Educational Psychology: Theory and Practice
. Boston: Allyan and Bacon, 2000. This reference book defines Piaget’s stages which can be useful in modifying mathematical lessons for the varying grade levels.