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kako izobraziti študente razrednega pouka za učinkovito poučevanje ...
Clarke, Doug, Jill Cheeseman, Ann Gervasoni, Donna Gronn, Marj Horne, Andrea Mc-
Donough, Pam Montgomery, Anne Roche, Peter Sullivan, Barbara Clarke, and
Glenn Rowley. 2002. »Early Numeracy Research Project (ENRP): Final Report.«
http://www.education.vic.gov.au/studentlearning/teaching\-resources/maths/enrp/de-
fault.htm.
Cotič, Mara. »Uvajanje vsebin iz statistike in verjetnosti ter razširitev pojma matematič-
nega problema pri razrednem pouku matematike.« PhD diss., Univerza v Ljubljani,
1998.
Craig, Helen J., Richard J. Kraft, and Joy Du Plessis. Teacher Development: Making an Im-
pact. Washington: ABEL Clearinghouse for Basic Education, AED; Human Develo-
pment Network, The World Bank, 1998.
DeFranco, Thomas C., and Frances R. Curcio. »A Division Problem with a Remainder
Embedded across Two Contexts: Children‘s Solutions in Restrictive versus Real-Wor-
ld Settings.« Focus on Learning Problems in Mathematics 19, no. 2 (1997): 58–72.
Evropska komisija. 2007. »Key Competences for Lifelong Learning – European Referen-
ce Framework.« Luxembourg: Office for Official Publications of the European Com-
munities, 2007.
Greer, Brian. »The Mathematical Modeling Perspective on Wor(l)d Problems.« Journal of
Mathematical Behavior 12, no. 3 (1993): 239–50.
Leu, Elizabeth, Francy Hays, Donna K. LeCzel, and Barbara O‘Grady. Quality teaching:
Building a Flexible and Dynamic Approach. Washington: AED, Global Education
Center, 2005.
Packer, Arnold. »What Mathematics Should Everyone Know and Be Able To Do?« In
Quantitative Literacy: Why Numeracy Matters for Schools and Colleges, edited by Ber-
nard L. Madison and Lynn Arthur Steen, 33–42. Princeton: National Council on
Education and the Disciplines, 2003.
Renkl, Alexander. »Learning Mathematics from Worked-Out Examples: Analyzing and
Fostering Self-Explanations.« European Journal of Psychology of Education 14, no. 4
(1999): 477–88.
Renkl, Alexander, and Elsbeth Stern. »Die Bedeutung von kognitiven Eingangsvoraus-
setzungen und schulischen Lerngelegenheiten für das Lösen von einfachen und kom-
plexen Textaufgaben.« Zeitschrift für Pädagogische Psychologie 8, no. 1 (1994): 27–39.
Reusser, Kurt, and Rita Stebler. »Every Word Problem Has a Solution – The Social Ra-
tionality of Mathematical Modelling in Schools.« Learning and Instruction 7, no. 4
(1997): 309–27.
Reynolds, David, and Daniel Muijs. »The Effective Teaching of Mathematics: A Review of
Research.« School Leadership & Management 19, no. 3 (1999): 273–89.
Schon, Donald, and Joseph McDonald. Doing What You Mean To Do in School Reform.
Providence: Brown University Press, 1998.
UNESCO. »EFA Global Monitoring Report 2005: Education for All – The Quality Im-
perative.« Paris: UNESCO, 2004.
Verschaffel, Lieven, Erik De Corte, and Sabien Lasure. »Realistic Considerations in
Mathematical Modelling of School Arithmetic Word Problems.« Learning and In-
struction 4 (1994): 273–94.
197
Clarke, Doug, Jill Cheeseman, Ann Gervasoni, Donna Gronn, Marj Horne, Andrea Mc-
Donough, Pam Montgomery, Anne Roche, Peter Sullivan, Barbara Clarke, and
Glenn Rowley. 2002. »Early Numeracy Research Project (ENRP): Final Report.«
http://www.education.vic.gov.au/studentlearning/teaching\-resources/maths/enrp/de-
fault.htm.
Cotič, Mara. »Uvajanje vsebin iz statistike in verjetnosti ter razširitev pojma matematič-
nega problema pri razrednem pouku matematike.« PhD diss., Univerza v Ljubljani,
1998.
Craig, Helen J., Richard J. Kraft, and Joy Du Plessis. Teacher Development: Making an Im-
pact. Washington: ABEL Clearinghouse for Basic Education, AED; Human Develo-
pment Network, The World Bank, 1998.
DeFranco, Thomas C., and Frances R. Curcio. »A Division Problem with a Remainder
Embedded across Two Contexts: Children‘s Solutions in Restrictive versus Real-Wor-
ld Settings.« Focus on Learning Problems in Mathematics 19, no. 2 (1997): 58–72.
Evropska komisija. 2007. »Key Competences for Lifelong Learning – European Referen-
ce Framework.« Luxembourg: Office for Official Publications of the European Com-
munities, 2007.
Greer, Brian. »The Mathematical Modeling Perspective on Wor(l)d Problems.« Journal of
Mathematical Behavior 12, no. 3 (1993): 239–50.
Leu, Elizabeth, Francy Hays, Donna K. LeCzel, and Barbara O‘Grady. Quality teaching:
Building a Flexible and Dynamic Approach. Washington: AED, Global Education
Center, 2005.
Packer, Arnold. »What Mathematics Should Everyone Know and Be Able To Do?« In
Quantitative Literacy: Why Numeracy Matters for Schools and Colleges, edited by Ber-
nard L. Madison and Lynn Arthur Steen, 33–42. Princeton: National Council on
Education and the Disciplines, 2003.
Renkl, Alexander. »Learning Mathematics from Worked-Out Examples: Analyzing and
Fostering Self-Explanations.« European Journal of Psychology of Education 14, no. 4
(1999): 477–88.
Renkl, Alexander, and Elsbeth Stern. »Die Bedeutung von kognitiven Eingangsvoraus-
setzungen und schulischen Lerngelegenheiten für das Lösen von einfachen und kom-
plexen Textaufgaben.« Zeitschrift für Pädagogische Psychologie 8, no. 1 (1994): 27–39.
Reusser, Kurt, and Rita Stebler. »Every Word Problem Has a Solution – The Social Ra-
tionality of Mathematical Modelling in Schools.« Learning and Instruction 7, no. 4
(1997): 309–27.
Reynolds, David, and Daniel Muijs. »The Effective Teaching of Mathematics: A Review of
Research.« School Leadership & Management 19, no. 3 (1999): 273–89.
Schon, Donald, and Joseph McDonald. Doing What You Mean To Do in School Reform.
Providence: Brown University Press, 1998.
UNESCO. »EFA Global Monitoring Report 2005: Education for All – The Quality Im-
perative.« Paris: UNESCO, 2004.
Verschaffel, Lieven, Erik De Corte, and Sabien Lasure. »Realistic Considerations in
Mathematical Modelling of School Arithmetic Word Problems.« Learning and In-
struction 4 (1994): 273–94.
197
