References
[1]. Barber, M., and Njus, D. (2007). Clicker evolution:
seeking intelligent design. CBE—Life Sci. Educ. 6, 1–8.
[2]. Bass, H. (1998). Algebra with Integrity and Reality. Paper presented at the The nature and role of algebra in the K-14
curriculum: Proceedings of a National Symposium
Washington D.C.
[3]. Bednarz, N. (2001). A Problem-Solving Approach to
Algebra: Accounting for the Reasoning and Notations
Developed by Students. Paper presented at the The future
of the teaching and learning of algebra: Proceedings of
the 12th ICMI Study Conference, University of Melbourne.
[4]. Bednarz, N., Kieran, C, & Lee, L. (Eds.). (1996).
Approaches to algebra: Perspectives for research and
teaching (Vol. 18). Dordrecht: Kluwer.
[5]. Bellisio, C. W., and Maher, C.A. (1998). What kind of
notation do children use to express algebraic thinking.
Psychology of Mathematics Education, 1, 161–165.
[6]. Bodanskii, F. (1991). The formation of an algebraic
method of problem solving in primary school. In V. V.
Davydov (Ed.), Psychological Abilities of Primary School
Children in Learning Mathematics (Vol. 6, pp. 275-338).
Reston, VA: National Council of Teachers of Mathematics.
[7]. Burrill, G. (1995, May 95). Algebra in the K-12
curriculum. Paper presented at the Algebra Initiative
Colloquium, Washington D.C.
[8]. Caldwell, J. E. (2007). Clickers in large classrooms:
Current research and best-practice tips. CBE-Life Sciences
Education, 6, 9-20.
[9]. Carraher, D., & Schliemann, A. D. (2007). Early algebra
and algebraic reasoning. In F. Lester (Ed.), Second
Handbook of Research on Mathematics Teaching and
Learning: National Council of Teachers of Mathematics.
[10]. Chazan, D. (Ed.). (2000). Beyond formulas in
mathematics and teaching: Dynamics of the high school
algebra classroom. New York: Teachers College.
[11]. Davis, R.B. (1994). What mathematics should students
learn? Journal of Mathematical Behavior, 13, 3–33.
[12]. Davis, S. M. (2003).Observations in classrooms using a
network of handheld devices. Journal of Computer
Assisted Learning, 19, 298-307.
[13]. Davis, R. B., & Maher, C. A. (1997). How students think:
the role of representations. In: L. English (Ed.), Mathematical
reasoning: analogies, metaphors, and images (pp.
93–115). Hillsdale, NJ: Lawrence Erlbaum.
[14]. Dossey, J. A. (1997). Making algebra dynamic and
motivating: A national challenge. Paper presented at the
Nature and Role of Algebra in the K-14 Curriculum,
Washington, D.C.
[15]. Ang, K. C., & Lee, P. Y. (2005). Technology and the
teaching and learning of Mathematics – the Singapore
Experience. Technology Adoption in Mathematics
Education: A Global Perspective. Retrieved from
http://www.atcminc.com/m
Development/ShortArticleSeries/Singapore/5.2Singapore.html
[16]. Gribbons, B. & Herman, J. (1997). True and quasi experimental
designs. Practical Assessment, Research &
Evaluation, 5(14).
[17]. Ho, W. K. (2008). Using history of mathematics in the
teaching and learning of mathematics in Singapore.
Paper presented at the 1st Raffles International Conference
on Education, Singapore.
[18]. Kaput, J. J. (1989). Linking representation in the
symbol systems of algebra. In S.Wagner & C. Kieran (Eds.),
Research issues in the learning and teaching of algebra
(Vol. 4, pp. 167-194). Reston: National Council of Teachers
of Mathematics.
[19]. Kaput, J. J. (1995). A research base supporting long
term algebra reform? Paper presented at the Seventeenth
Annual Meeting of the North American Chapter of the
International Group for the Psychology of Mathematics
Education, Columbus, OH.
[20]. Kaput, J. J. (2000). Teaching and learning a new
algebra with understanding. U.S.; Massachusetts: National
Center for Improving Student Learning and Achievement.
[21]. Kaput, J. J. (2008). What is algebra? What is algebraic
reasoning? In A. H. Schoenfeld (Series Ed.), J. J. Kaput, D. W.
Carraher, & M. L. Blanton (Eds.), Algebra in the early grades
(pp. 5-18). New York and London: Lawrence Erlbaum
Associates.
[22]. Kieran, C. (1992). The learning and teaching of school
algebra. In D. A. Grouws (Ed.), Handbook of research on
mathematics teaching and learning (pp. 390-419).
Toronto: MacMillan Publishing Company.
[23]. Kieran, C., Boileau, A., & Garancon, M. (1996). Introducing algebra by means of a technology-supported functinal approach. In N. Bednarz, C. Kieran & L. Lee (Eds.), Approaches to Algebra: Perspectives for Research and Teaching (pp. 257-294). Dordrecht, The Netherlands: Kluwer.
[24]. Lampert, M. (1990). When the problem is not the question and the solution is not the answer: Mathematical knowing and teaching. American Educational Research Journal, 27(1), 29-63.
[25]. Moses, R. & Cobb, C. (2001). Organizing Algebra: The Need to Voice A Demand. Social Policy, 31(4), 4-12.
[26]. Moses, R. P. (2001). Radical equations : math literacy and civil rights. Boston: Beacon Press.
[27]. Motz, L. & Weaver, J.H. (1993). The story of Mathematics. New York, NY: Pearson Addison Wesley. National Council of Teachers of Mathematics (2000). Principles and Standards for School.
[28]. Mathematics. Reston, VA. Pan, R. (2008). Teaching algebra in an inner-city classroom: Conceptualization, tasks and teaching. Doctoral thesis. University of Mitchigan. Louis Halle Rowen (1994). Algebra: groups, rings, and fields. A K Peters.
[29]. Roschelle J., Penuel W. R., Abrahamson L (2004a). Classroom Response and Communication Systems: Research Review and Theory. Annual Meeting of the American Educational Research Association; 2004; San Diego, CA. Retrieved from ubiqcomputing.org/ CATAALYST_AERA_Proposal.pdf.
[30]. Roschelle J., Penuel W. R., Abrahamson L. (2004b). The networked classroom. Educational Leadership. 61(5), 50–54.
[31]. Stroup, W., Carmona, L., & Davis, S. M. (2005). Improving on Expectations: Preliminary Results from Using Network-Supported Function-Based Algebra. Conference Papers -- Psychology of Mathematics & Education of North America, 1-8.
[32]. Stroup, W. M., Ares, N. M., & Hurford, A. C. (2005). A dialectic analysis of generativity: Issues of network supported design in mathematics and science. Mathematical Thinking and Learning, An International Journal.
[33]. Tan, H., & Forgasz, H. J. (2006). Graphics calculators for Mathematics learning in Singapore and Victoria (Australia): Teachers' views. Paper presented at the Proceedings 30th Conference of the International Group for the Psychology of Mathematics Education, Prague.
[34]. Thorpe, J. A. (1989). Algebra: What should we teach and how should we teach it? In Sigrid Wagner & C. Kieran (Eds.), Research issues in the learning and teaching of algebra (Vol. 4, pp. 11-24). Reston: National Council of Teachers of Mathematics.
[35]. Simpson, V., & Oliver, M. (2006). Using electronic voting systems in lectures. Retrieved from http://www.ucl.ac.uk/learningtechnology/examples/Electr onicVotingSystems.pdf.
[36]. Spang, K. (2009). Teaching Algebra to Elementary School Children. Unpublished dissertation, Rutgers, the State University of New Jersey, New Brunswick, N.J.
[37]. Stroup, W. M., Ares, N. M., & Hurford, A. C. (2005). A dialectic analysis of generativity: Issues of networksupported design in mathematics and science. Mathematical Thinking & Learning, 7(3), 181.
[38]. Stroup, W. M., Ares, N. M., Hurford, A. C., & Lesh, R. A. (2007). Diversity-by-design: The why, what, and how of generativity in next-generation classroom networks. In R. A. Lesh, E. Hamilton, & J. J. Kaput (Eds.), Foundations for the future in Mathematics Education. (p.367-393). Mahawah, NJ: Lawrence Erlbaum.
[39]. Tapper, J., Brookstein, A., Dalton, S., Beaton, D. , & Hegedus, S. (2009). Relationship between motivation and student performance in a technology-rich classroom environment. Proceedings of the 2009 Annual Meeting, Retrieved from ERIC database.
[40]. Usiskin, Z. (1995). Doing algebra in grades K-4. In B. Moses (Ed.), Algebraic thinking: Grades K-12 Readings from NCTM's School-Based Journals and other Publications (pp. 5-6). Reston: National Council of Teachers of Mathematics.
[41]. Usiskin, Zalman (1999). Why is Algebra Important to Learn? American Educator, 30-37.
[42]. Wheeler, D. (1996). Rough or smooth? The transition from arithmetic to algebra in problem solving. In N. Bednarz, C. Kieran & L. Lee (Eds.), Approaches to Algebra: Perspectives for Research and Teaching (Vol. 18, pp. 151- 154). Dordrecht: Kluwer.
[43]. Wilensky, U. & Stroup, W. (1999). HubNet. Evanston, IL. The CCL, Northwestern University. http://ccl.northwestern.edu/netlogo/hubnet.html
[44]. Yerushalmy, M. (2000). Problem solving strategies and mathematical resources: A longitudinal view on problem solving in a function based approach to algebra. Educational Studies in Mathematics, 43(2), 125-147.
