References

 

  • Atkisson, M. (2010). Ways of Knowing. Retrieved 13 November 2018, from https://woknowing.wordpress.com/2010/10/12/behaviorism-vs-cognitivisim/
  • Bargh, J. A., & Ferguson, M. J. (2000). Beyond behaviorism: on the automaticity of higher mental processes. Psychological bulletin126(6), 925.
  • Beach, L. R., & Lipshitz, R. (2017). Why classical decision theory is an inappropriate standard for evaluating and aiding most human decision making. Decision making in aviation85, 835-847.
  • Dagar, V. & Yadav, A. (2016). Constructivism: A paradigm for teaching and learning. Arts and Social Science Journal, 7(4). doi: 10.4172/2151-6200.1000200
  • Dangel, J. R., Guyton, E., & McIntyre, C. B. (2004). Constructivist pedagogy in primary classrooms: Learning from teachers and their classrooms. Journal of Early Childhood Teacher Education24(4), 237-245.
  • Goldsmith, L. T., & Schifter, D. (1997). Understanding teachers in transition: characteristics of a model for the development of mathematics teaching. In E. Fennema, & B. S. Nelson (Eds.), Mathematics teachers in transition (pp. 19-54) Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
  • Grady, M., Watkins, S., & Montalvo, G. (2012). The Effect of Constructivist Mathematics on Achievement in Rural Schools. Rural Educator33(3), 37-46.
  • Grant, S. G. (1998). Teachers and reforms. In S. G. Grant (Ed.), Reforming reading, writing, and mathematics: Teachers’ responses and the prospects for systemic reform (pp3-17). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
  • Heritage, M., Kim, J., Vendlinski, T., & Herman, J. (2009). From evidence to action: A seamless process in formative assessment?. Educational Measurement: Issues and Practice28(3), 24-31.
  • Lew, L. Y. (2010). The Use of Constructivist Teaching Practices by Four New Secondary School Science Teachers: A Comparison of New Teachers and Experienced Constructivist Teachers. Science Educator19(2), 10-21.
  • Lord, T.R. 1997. A comparison between traditional and constructivist teaching in college biology. Innovative Higher Education 21(3):197–216.
  • Lui, A. M., & Bonner, S. M. (2016). Preservice and inservice teachers’ knowledge, beliefs, and instructional planning in primary school mathematics. Teaching and Teacher Education56, 1-13.
  • Ma, L. (2010). Knowing and teaching elementary mathematics: Teachers’ understanding of fundamental mathematics in China and the United States. Routledge
  • Mayer, R. E. (1999). Designing instruction for constructivist learning. Instructional-design theories and models: A new paradigm of instructional theory2, 141-159
  • McGrayne, S. B. (2011). The theory that would not die: how Bayes’ rule cracked the enigma code, hunted down Russian submarines, & emerged triumphant from two centuries of controversy. Yale University Press.
  • Meichenbaum, D. (2017). Changing conceptions of cognitive behavior modification: Retrospect and prospect. In The Evolution of Cognitive Behavior Therapy(pp. 32-38). Routledge.
  • Metcalfe, J., & Wiebe, D. (1987). Intuition in insight and noninsight problem solving. Memory & Cognition, 15, 238-246.
  • Miller, G. A. (2003). The cognitive revolution: a historical perspective. Trends in cognitive sciences7(3), 141-144.
  • Murphy, E. (1997). Constructivism: From Philosophy to Practice. Retrieved from https://www.calpro-online.org/eric/docs/brown/brown01_06.pdf
  • Ndlandla, S. S. (2017). Examining primary school teachers’ understanding of teaching geometry through the problem solving approach in Swaziland(Doctoral dissertation).
  • Negreiros, M. (2017). Elementary Mathematics Teachers’ Beliefs and Practices: Understanding the Influence of Teaching in a STEAM Setting.
  • Panasuk, R., Stone, W., & Todd, J. (2002). LESSON PLANNING STRATEGY FOR EFFECTIVE MATHEMATICS TEACHING. Education122(4), 808-827
  • Park, D., Gunderson, E. A., Tsukayama, E., Levine, S. C., & Beilock, S. L. (2016). Young children’s motivational frameworks and math achievement: Relation to teacher-reported instructional practices, but not teacher theory of intelligence. Journal of Educational Psychology108(3), 300.
  • Philipp, R. A. (2007). Mathematics teachers’ beliefs and affect. Second handbook of research on mathematics teaching and learning1, 257-315.
  • Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), pp. 4-14.
  • Shymansky, J.A. 1992. Using constructivist ideas to teach science teachers about constructivist ideas, or teachers are students, too! Journal of Science Teacher Education 3(2):53
  • Siswono, T. Y. E., Kohar, A. W., & Hartono, S. (2017, February). Secondary Teachers’ Mathematics-related Beliefs and Knowledge about Mathematical Problem-solving. In Journal of Physics: Conference Series(Vol. 812, No. 1, p. 012046). IOP Publishing.
  • Steffe, L. P., & Gale, J. E. (Eds.). (1995). Constructivism in education(p. 159). Hillsdale, NJ: Lawrence Erlbaum.
  • Stocks, J., & Schofield, J. (1997). Educational reform and professional development. In E. Fennema, & B. S. Nelson (Eds.), Mathematics teachers in transition (pp. 283-308). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
  • Travis, H., & Lord, T. (2004). Traditional and constructivist teaching techniques. Journal of College Science Teaching34(3), 12.
  • Yaros, A., Lochman, J. E., & Wells, K. (2016). Parental aggression as a predictor of boys’ hostile attribution across the transition to middle school. International journal of behavioral development40(5), 452-458.