Tartalmi keretek a matematika diagnosztikus értékeléséhez

1. A matematikai gondolkodás fejlesztése és értékelésePiaget, J. és Inhelder, B. (1974): The child’s construction of quantities. Routledge andKegan Paul, London.Piaget, J. és Inhelder, B. (1975): The origin of the idea of chance in children. Routledgeand Kegan Paul, London.Piaget, J. és Inhelder, B. (1976): The child’s conception of space. Routledge and KeganPaul, London.Resnick, L. B. (1982): Syntax and semantics in learning to subtract. In: Carpenter, T. P.,Moser, J. M. és Romberg, T. A. (szerk.): Addition and subtraction: A cognitive perspective.Erlbaum, Hillsdale, NJ. 136–155.Ricco, G. (1982): Les première acquisitions de la notion de fonction linéaire chez l’enfantde 7 à 11 ans. Educational Studies in Mathematics, 13. 289–327.Schröder, E., Bödeker, K., Edelstein, W. és Teo, T. (2000). Proportional, combinatorial,and correlational reasoning. A manual including measurement procedures and descriptiveanalyses. Study „Individual Development and Social Structure”. DataHandbooks Part 4. Max Planck Institute for Human Development, Berlin.Schwartz, J. (1988): Intensive quantity and referent transforming arithmetic operations.In: Hiebert, J. és Behr, M. (szerk.): Number concepts and operations in the middlegrades. Erlbaum, Hillsdale, NJ. 41–52.Shayer, M., és Adhami, M. (2007): Fostering cognitive development through the contextof mathematics: Results of the CAME project. Educational Studies in Mathematics,64. 265–291.Stern, E. (2005): Transitions in mathematics: From intuitive quantifi cation to symbolbasedreasoning. Paper presented at the International Society for the Study of BehavioralDevelopment (ISSBD), Melbourne, Australia.Vamvakoussi, X. és Vosniadou, S. (2004): Understanding the structure of the set of rationalnumbers: a conceptual change approach. Learning and Instruction, 14. 453–467.Van den Heuvel-Panhuizen, M. (1990): Realistic Arithmetic/Mathematics Instruction andTests. In: Gravemeijer, K. Van den Heuvel, M. és Streefland, L. (szerk.): Contextsfree productions tests and geometry in realistic mathematics education. Utrecht,Netherlands: Research group for Mathematical Education and Educational ComputerCentre, State University of Utrect. 53–78.Van de Rijt, B. A. M., van Luit, J. E. H. és Pennings, A. H. (1999): The construction ofthe Utrecht Early Mathematical Competence Scales. Educational and PsychologicalMeasurement, 59. 289–309.Vergnaud, G. (1979): The Acquisition of Arithmetical Concepts. Educational Studies inMathematics, 10. 263–274.Verschaffel, L. (1994): Using retelling data to study elementary school children’srepresentations and solutions of compare problems. Journal for Research inMathematics Education, 25. 2. sz. 141–165.Vidákovich Tibor (1998): Tudományos és hétköznapi logika: a tanulók deduktív gondolkodása.In: Csapó Benő (szerk.): Az iskolai tudás. Osiris Kiadó, Budapest, 191–220.Vigotszkij, L. Sz. (1971): A magasabb pszichikus funkciók fejlődése. Gondolat Kiadó,Budapest.Wason, P. C. (1968): Reasoning about a rule. Quarterly Journal of Experimental Psychology.20. 271–281.57