Research Base For Bridges In Mathematics Second Edition
Research Base for Bridges in Mathematics Second EditionArcher, A. L. and C. A. Hughes. (2011). Explicit Instruction: Effective and Efficient Teaching. New York: TheGuilford Press.Bamberger, H. J., C. Oberdorf, K. Schulz-Ferrell. (2010). Math Misconceptions, PreK–Grade 5:From Misunderstanding to Deep Understanding. Portsmouth, NH: Heinemann.Baroody, A. J. (2006). “Why Children Have Difficulties Mastering the Basic Number Combinations and How toHelp Them.” Teaching Children Mathematics, 13 (1): 22–31.Baroody, A. J., N. P. Bajwa, M. Eiland. (2009). “Why Can’t Johnny Remember the Basic Facts.” DevelopmentalDisabilities Research Reviews, 15: 69–79.Baroody, A.J., Lai, M., Mix, K.S. (2005) The Development of Young Children’s Number and Operation Senseand Its Implications for Early Childhood Education. In Handbook of Research on the Education of YoungChildren, edited by Bernard Spodek and Olivia Saracho. New York: Routledge.Bennett, A. B. and L. T. Nelson. (2004). Mathematics for Elementary Teachers: A Conceptual Approach,6th ed. New York: McGraw Hill.Beto, R. (2004). “Assessment and Accountability Strategies for Inquiry-Style Discussions.” Teaching ChildrenMathematics, 10 (9): 450–454.Blanton, M. L. and J. J. Kaput. (2003). “Developing Elementary Teachers’ ‘Algebra Eyes and Ears.’” TeachingChildren Mathematics, 10 (2): 70–77.Bresser, R. (2003). “Helping English-Language Learners Develop Computational Fluency.” Teaching ChildrenMathematics, 9 (6): 294–299.Brownell, W.A. (1935) “Psychological Considerations in the Learning and the Teaching of Arithmetic.” In TheTeaching of Arithmetic, Tenth Yearbook of the National Council of Teachers of Mathematics, edited by William D.Reeve, pp. 1–50. New York: Teachers College, Columbia University.Burk, D. and A. Snider. (2007). Bridges in Mathematics Grade K. Salem, OR: The Math Learning Center.–––––– (2007). Bridges in Mathematics Grade 1. Salem, OR: The Math Learning Center.–––––– (2007). Bridges in Mathematics Grade 2. Salem, OR: The Math Learning Center.Burns, M. and R. Silbey. (2000). So You Have to Teach Math? Sound Advice for K–6 Teachers. Sausalito, CA: MathSolutions Publications.Caldwell, J.H., Karp, K., and Bay-Williams, J.M. (2011) Developing Essential Understanding of Addition andSubtraction for Teaching Mathematics in Prekindergarten–Grade 2. Reston, VA.: National Council of Teachersof Mathematics.Carpenter, T. P., M. L. Franke, L. Levi. (2003). Thinking Mathematically: Integrating Arithmetic and Algebra inElementary School. Portsmouth, NH: Heinemann.Carpenter, T.P., Empson, S.B., Fennema, E., and Franke, M.L. (1999) Children’s Mathematics: Cognitively GuidedInstruction. Portsmouth, NH: Heinemann.Chapin, S. H. and A. Johnson. (2006). Math Matters: Understanding the Math You Teach, Grades K–8, 2nd ed.Sausalito, CA: Math Solutions Publications.Chapin, S. H., C. O’Connor, N. C. Anderson. (2009). Classroom Discussions: Using Math Talk to Help StudentsLearn. Sausalito, CA: Math Solutions Publications.Chval, K., Jones, D., Lannin, J. (2013) Putting Essential Understanding of Multiplication and Division into Practicein Grades 3–5. Reston, VA: National Council of Teachers of Mathematics.Chval, K.B., Lannin, J.K., Jones, D.L. & Dougherty, B.J (2013). Putting Essential Understanding of Fractions intoPractice in Grades 3–5. Reston, VA: National Council of Teachers of Mathematics. The Math Learning Center 04161mathlearningcenter.org
Research Base for Bridges in Mathematics Second EditionClements, D. (1999) Subitizing: What Is It? Why Teach It? Teaching Children Mathematics 5(7), 400–405.Conklin, M. (2010). It Makes Sense! Using Ten-Frames To Build Number Sense. Sausalito, CA: Math SolutionsPublications.Dacey, L. and D. Polly. (2012). “CCSM: The Big Picture.” Teaching Children Mathematics, 18 (6): 378–383.Dean, C. B., E. R. Hubbell, H. Pitler, B. Stone. (2011). Classroom Instruction that Works: Research-Based Strategiesfor Increasing Student Achievement, 2nd ed. Alexandria, VA: ASCD.Dougherty, B., A. Flores, E. Louis, C. Sophian, R. M. Zbiek. (2010). Developing Essential Understanding ofNumber and Numeration for Teaching Mathematics in Pre-K–2. Reston, VA: National Council of Teachers ofMathematics.Empson, S. and L. Levi. (2011). Extending Children’s Mathematics: Fractions and Decimals. Portsmouth, N.H.:Heinemann.Fisher, A., R. Deerwater. (2007). Bridges in Mathematics Grade 4. Salem, OR: The Math Learning Center.–––––– (2007). Bridges in Mathematics Grade 5. Salem, OR: The Math Learning Center.Fleming Amos, S. M. (2007). “Talking Mathematics.” Teaching Children Mathematics, 14 (2): 68–73.Foreman, L.C. (2010). Best Practices in Teaching Mathematics Seminar Series: How Math Teaching Matters. WestLinn, OR: Teacher’s Development Group.Fosnot, C. T. (2010). Models of Intervention in Mathematics: Reweaving the Tapestry. Reston, VA: NationalCouncil of Teachers of Mathematics.Fosnot, C. T. and colleagues from Mathematics in the City and the Freudenthal Institute (2007). Contexts forLearning Mathematics series K-6. Portsmouth, NH: Heinemann.Fosnot, C. T., M. Dolk and W. Jacob (2001). Young Mathematicians at Work series. Portsmouth, NH: Heinemann.Fraivilig, J. (2001). “Strategies for Advancing Children’s Mathematical Thinking.” Teaching ChildrenMathematics, 7 (8): 454–459.Frykholm, J. (2010). Learning to Think Mathematically with the Number Line, K–5. Boulder, CO: Cloudbreak Publishing.–––––– (2013). Learning to Think Mathematically with the Ratio Table. Boulder, CO: Cloudbreak Publishing.–––––– (2008). Learning to Think Mathematically with the Rekenrek, K–5. Boulder, CO: Cloudbreak Publishing.Fuson, K. C., L. Grandau, P. A. Sugiyama. (2001). “Achievable Numerical Understanding for All YoungChildren.” Teaching Children Mathematics, 7 (9): 522–526.Fuson, K.C. (2003). “Toward Computational Fluency in Multidigit Multiplication and Division.” TeachingChildren Mathematics, 9 (6): 300–305.Garrison, L. and J. K. Mora. (1999). “Adapting Mathematics Instruction for Engligh-Language Learners: TheLanguage-Concept Connection.” In Changing the Faces of Mathematics: Perspectives on Latinos, edited by L.Ortiz- Franco, N. G. Hernandez, Y. De La Cruz. Reston, VA: National Council of Teachers of Mathematics.Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J.R., and Witzel, B. (2009) Assisting StudentsStruggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools. Washington,D.C.: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences,U.S. Department of Education.Gresham, G. and Little, M. (2012) “RtI in Math Class.” Teaching Children Mathematics 19 (1): 20–29.Griffin, C.C. and Jitendra, A.K. (2008) Story Problem Solving Instruction in Inclusive Third Grade MathematicsClassrooms. Journal of Educational Research 102: 187–202.Griffin, S. (2003). “Laying the Foundation for Computational Fluency in Early Childhood.” Teaching ChildrenMathematics, 9 (6): 306–309. The Math Learning Center 04162mathlearningcenter.org
Research Base for Bridges in Mathematics Second EditionHansen Powell, P. and B. Blanke. (2007). Bridges in Mathematics Grade 3. Salem, OR: The Math LearningCenter.Hill, J. D. and K. M. Flynn. (2006). Classroom Instruction that Work with English Language Learners. Alexandria,VA: Association for Supervision and Curriculum Development.Isaacs, A.C. and W.M. Carroll. (1999). “Strategies for Basic-Facts Instruction.” Teaching Children Mathematics, 5(9): 508–515.Jarrett, D. (1999). Teaching Mathematics and Science to English Language Learners. Portland, OR: NorthwestRegional Educational Laboratory.Jensen, R.J. (Editor). (1993). Research Ideas for the Classroom: Early Childhood Mathematics. New York:Macmillan Library Reference USA.Jitendra, A.K. (2002) Teaching Students Math Problem Solving through Graphic Representations. TeachingExceptional Children 34 (4): 34–38.Jitendra, A.K. (2007) Solving Math Word Problems: Teaching Students with Learning Disabilities UsingSchema‑Based Instruction. Austin, TX.: Pro‑Ed.Jordan, N.C. (2007). “The Need for Number Sense.” Educational Leadership, 65 (2): 63–66.Karp, K., J. Caldwell, R. M. Zbiek, J. Bay-Williams. (2011) Developing Essential Understanding of Additionand Subtraction for Teaching Mathematics in Pre-K–Grade 2. Reston, VA: National Council of Teachers ofMathematics.Keller, S. K. (2011). “Make ‘Em Want To Be There.” Teaching Children Mathematics, 18 (1): 6–10.Kling, G. (2011). “Fluency with Basic Addition.” Teaching Children Mathematics, 18 (2): 80–88.Kling, G. and J. Bay-Williams (2014). “Assessing Basic Fact Fluency.” Teaching Children Mathematics, 20 (8): 488–497Losq, C. (2005). “Number Concepts and Special Needs Students: The Power of Ten-Frame Tiles.” TeachingChildren Mathematics, 2 (9): 310–315.Marzano, R. J. (2003). What Works in Schools: Translating Research into Action. Alexandria, VA: Association forSupervision and Curriculum Development.Mathematical Sciences Education Board, National Research Council. (1993). Measuring Up: Prototypes forMathematics Assessment. Washington D.C.: Author.McNamara, J., and Shaughnessy, M. (2015). Beyond Pizzas and Pies, Grades 3–5, Second Edition: 10 EssentialStrategies for Supporting Fraction Sense. Sausalito, CA: Math Solutions Publications.Mooney, C. G. (2000). Theories of Childhood: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky. St.Paul, MN: Redleaf Press.National Council of Teachers of Mathematics. (2006). Curriculum Focal Points for Prekindergarten through Grade8. Reston, VA: Author.–––––– (2000). Principles and Standards for School Mathematics: An Overview. Reston, VA: Author.–––––– (2014). Principles to Actions: Ensuring Mathematical Success for All. Reston, VA: Author.National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010).Common Core State Standards for Mathematics. Washington D.C.: Author.–––––– (2012). K–8 Publishers’ Criteria for the Common Core State Standards for Mathematics. WashingtonD.C.: Author.National Mathematics Panel. (2008). Foundations for Success: The Final Report of the National MathematicsAdvisory Panel. Washington, DC: U.S. Department of Education.National PTA. (2011). Parents’ Guide to Student Success. Alexandria, VA: Author. The Math Learning Center 04163mathlearningcenter.org
Research Base for Bridges in Mathematics Second EditionNational Research Council. (2002). Helping Children Learn Mathematics. Washington, D.C.: National AcademyPress.North Carolina Department of Public Instruction. (2011). Instructional Support Tools for Achieving NewStandards: Mathematics, Unpacked Content. Raleigh; Author.Ohio Department of Education. (2010). Mathematics—K–8 Critical Areas Progressions. Columbus; Author.Otto, A., J. Caldwell, S. W. Hancock, R. M. Zbiek. (2011). Developing Essential Understanding of Multiplication andDivision for Teaching Mathematics in Grades 3–5. Reston, VA: National Council of Teachers of Mathematics.Parrish, S. (2010). Number Talks: Helping Children Build Mental Math and Computation Strategies, Grades K–5.Sausalito, CA: Math Solutions Publications.Peterson, P.L., Fennema, E., and Carpenter, T. (1989) “Using Knowledge of How Students Think AboutMathematics.” Educational Leadership 46(4), 42–46.Phelps, K. A. G. (2012). “The Power of Problem Choice.” Teaching Children Mathematics, 19 ( 3): 153 – 157.Powell, S. (2011) Solving Story Problems Using Schemas: A Review of the Literature. DOI:10.1111/j.1540-5826.2011.00329.x.Russell, S. J. (2012). “CCSSM: Keeping Teaching and Learning Strong.” Teaching Children Mathematics, 19 (1):50–56.Schifter, D., V. Bastable, S. J. Russell. (2000). Making Meaning of Operations: Casebook: Numbers and Operations(Developing Mathematical Ideas). New York: Pearson Education.Schunk, D. H. and F. Pajares. (2002). “The Development of Academic Self-Efficacy.” In A. Wigfield and J. Eccles(Eds.), Development of Achievement Motivation, 16–31. San Diego: Academic Press.Shumway, J. F. (2011). Number Sense Routines. Portland, ME: Stenhouse Publishers.Small, M. (2009). Good Questions: Great Ways to Differentiate Mathematics Instruction. New York: TeacherCollege Press.Smith, M. and M. K. Stein. (2011). 5 Practices for Orchestrating Productive Mathematics Discussions. Reston, VA:National Council of Teachers of Mathematics.Steffe, L.P. and Cobb, P. (1988) Construction of Arithmetic Meanings and Strategies. New York: Springer-Verlag.Stein, M. K., M. S. Smith, W. A. Henningsen, E. A. Silver. (2000). Implementing Standards-based MathematicsInstruction: A Casebook for Professional Development. New York: Teachers College Press.Sullivan, P. and P. Lilburn. (2002). Good Questions for Math Teaching: Why Ask Them and What to Ask, K–6.Sausalito, CA: Math Solutions Publications.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.Thomas, J. N., P. D. Tabor, R. J. Wright. (2010). “First Graders’ Number Knowledge.” Teaching ChildrenMathematics, 17 (5): 298–308.Tomlinson, C. A. (1999). The Differentiated Classroom: Responding to the Needs of All Learners. Alexandria, VA:Association for Supervision and Curriculum Development.Tomlinson, C.A. (2014). “The Bridge Between Today’s Lesson and Tomorrow’s.” Educational Leadership, 71 (6):10–14Van de Walle, J. A. and L. H. Lovin. (2006). Teaching Student-Centered Mathematics, Grades K–3. Boston:Pearson Education.Van de Walle, J., K. Karp, J. Bay-Williams. (2010). Elementary and Middle School Mathematics: TeachingDevelopmentally, 7th ed. Boston: Pearson Education.Van de Walle, J.A. (2001) Hard Questions About Drill and Practice. Virginia Commonwealth University. The Math Learning Center 04164mathlearningcenter.org
Research Base for Bridges in Mathematics Second EditionVan Den Heuvel-Panhuizen, M. (2008). Children Learn Mathematics. Rotterdam: Sense Publishers.Van Hiele, P. M. (1999). “Developing Geometric Thinking through Activities That Begin with Play.” TeachingChildren Mathematics, 5 (6): 310–316.Webb, N. L. (1999). Alignment of Science and Mathematics Standards and Assessments in Four States. Washington,D.C.: Council of Chief State School Officers.Within, D. and P. Within. (2000). Math is Language, Too. Reston, VA: National Council of Teachers of Mathematics.Wolfe, P. (2001). Brain Matters: Translating Research into Classroom Practice. Alexandria, VA: Association forSupervision and Curriculum Development.Wright, R. J., E. Ellemor-Collins, P. D. Tabor. (2011). Developing Number Knowledge: Assessment, Teaching andIntervention with 7–11 Year Olds (Math Recovery). London: Sage Publications.Wright, R. J., J. Martland, A. Stafford, G. Stanger. (2006). Teaching Number in the Classroom with 4–8 Year Olds(Math Recovery). London: Sage Publications.–––––– (2006). Teaching Number: Advancing Children’s Skills and Strategies (Math Recovery). London: SagePublications.–––––– (2006). Early Numeracy: Assessment for Teaching and Instruction (Math Recovery). London: SagePublications.Zemelman, S., H. Daniels, A. Hyde. (1998). Best Practice: New Standards for Teaching and Learning in America’sSchools, 2nd ed. Portsmouth, NH: Heinemann. The Math Learning Center 04165mathlearningcenter.org
Good Questions for Math Teaching: Why Ask Them and What to Ask, K–6. Sausalito, CA: Math Solutions Publications. 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.
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Seminar ‘Bridge Design with Eurocodes’ – JRC Ispra, 1-2 October 2012 13 Materials Concrete : Between C20 and C60 for composite bridges (C 90 for concrete bridges) Steel : up to S460 for steel and composite bridges (S 500 to S 700 in a separate part 1-12 for steel bridges)
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Page 1 of 5 Bridges Lesson Plan 5/21/18 Unit Topic: Intro to Bridges Activity Name: Lesson #1, What is Bridges? This lesson plan is a great way to introduce your students to the Bridges Program. This lesson can be used as a student advising tool that provides an interactive acti
