Section 4: Other Resources

• Anthony, G. & Walshaw, M. (2006). Numeracy practices and change. Final Report, Teaching and Learning Research Initiative Project. Wellington: New Zealand Council for Educational Research.
• Anthony, G. & Walshaw, M. (2007). Effective pedagogy in mathematics/pāngarau: Best evidence synthesis iteration. Wellington, New Zealand: Ministry of Education. (See Chapter 4, Mathematical communities of practice) Further hard copies of this BES are available from Orders@TheChair Mailbox
• Anthony, G. & Walshaw, M. (2009). Effective pedagogy in mathematics: Educational practices series, 19. International Academy of Education, International Bureau of Education & UNESCO. Available online from the UNESCO website.
• Anthony, G. & Walshaw, M. (2009). Te ako pāngarau whaihua: Educational practices series, 19. International Academy of Education, International Bureau of Education & UNESCO.
• Boaler, J. (2008). Promoting 'relational equity' and high mathematics achievement through an innovative mixed-ability approach. British Educational Research Journal, 34(2), 167–194.
• Carpenter, T., Romberg, T. A., Carpenter, S., Dremock, F., Madison, T., Rueda, E., Smetzer-Anderson, S., & Wagner, L. (Producers) (2004). Powerful practices in mathematics & science (DVD). Wisconsin: Learning Point Associates.
• Chapin, S. H. & O'Connor, C. (2007). Academically productive talk: Supporting students' learning in mathematics. In W. G. Martin, M. Strutchens, & P. Elliot (Eds.), The learning of mathematics (pp. 113–139). Reston, VA: NCTM.
• Hunter, R. (2005). Reforming communication in the classroom: One teacher's journey of change. In P. Clarkson, A. Downton, D. Gronn, M. Horne, A. McDonagh, R. Pierce, & A. Roche (Eds.), Building connections: Research, theory and practice (Proceedings of the 28th annual conference of the Mathematics Education Research Group of Australasia, Vol. 2, pp. 451–458). Sydney: MERGA.
• Hunter, R. (2006). Structuring the talk towards mathematical inquiry. In P. Grootenboer, R. Zevenbergen, & M. Chinnappan (Eds.), Identities, cultures and learning spaces (Proceedings of the 29th annual conference of the Mathematics Education Research Group of Australasia, Vol. 1, pp. 309–317). Sydney. MERGA.
• Hunter, R., & Anthony, G. (2010). Developing mathematical inquiry and argumentation. In R. Averill & R. Harvey (Eds.), Teaching primary school mathematics and statistics: Evidence-based practice, pp. 197–206. Wellington: NZCER Press.
• Jacobs, V. & Ambrose, R. (2008). Making the most of story problems. Teaching Children Mathematics, 15, 260–266.
• Kazemi, E. & Stipek, D. (2001). Promoting conceptual thinking in four upper-elementary mathematics classrooms. The Elementary School Journal, 102(1), 59–80.
• Literacy and Numeracy Secretariat (forthcoming). Communication in the mathematics classroom. (Capability Building Series. Secretariat special edition No. 13. 1–8). Ontario, CA: Ministry of Education.
• Mercer, N, & Sams, C. (2006). Teaching children how to use language to solve maths problems. Language and Education, 20(6), 507–28.
• Ministry of Education (2009). Learning through talk: Oral language in years 4 to 8. Learning Media: Wellington. On page 70 of this Ministry document, there is a case study of how to develop oral language.Stein, M. K. (2007). Let's talk. Mathematics Teacher, 101(4), 285–289.
• New Zealand Maths website.
• Stein, M. K., Engle, R. A., Smith, M. S., & Hughes, E. K. (2008). Orchestrating productive mathematical discussions: Five practices for helping teachers move beyond show and tell. Mathematical Thinking & Learning, 10(4), 313–340.
• White, D. (2003). Promoting productive mathematical classroom discourse. Journal of Mathematical Behavior, 22, 37–53.
• Yackel, E. (2001). Explanation, justification and argumentation in mathematics classrooms. In M. van den Heuvel-Panhuizen (Ed.), Proceedings of the 25th conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 1–9). Utrecht: PME.