Bibliography

NCLB, 2001

107-110, P. L. (2001). No child left behind act of 2001. Published by the U.S. Department of Education. Retrieved July 15, 2005 from http://www.ed.gov/policy/elsec/leg/esea02/index.html.

Bandura, 1997

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.

Bennett & Briggs, 2003

Bennett, J. O., & Briggs, W. L. (2003). Using and understanding mathematics: A quantitative reasoning approach (2nd edition). Boston: Pearson. Note: 3rd edition, copyright 2005.

Berger, 1999

Berger, P. (1999). The hidden dimension in maths teaching and learning processes: Exploring entrenched beliefs, tacit knowledge, and ritual behavior via metaphors. In G. Philippou (Ed.), Proceedings of the Eighth European Workshop on Research on Mathematical Beliefs - MAVI-8 (pp. 8-17). University of Cyprus, Nicosia, Cyprus.

Brandau, 1988

Brandau, L. (1988). The power of mathematical autobiography. In L. Pereira-Mendoza (Ed.), Proceedings of the annual meeting of the Canadian Mathematics Education Study Group (pp. 142-159).
Winnipeg, Manitoba, Canada.

Breidenbach, Dubinsky, Hawks & Nichols, 1992

Breidenbach, D., Dubinsky, E., Hawks, J., & Nichols, D. (1992). Development of the process conception of function. Educational Studies in Mathematics, 247-285.

Brousseau, 1997

Brousseau, G. (1997).Theory of didactical situations in mathematics. Dordrecht, The Netherlands: Kluwer. (Edited and translated by N. Balacheff, M. Cooper, R. Sutherland, and V. Warfield)

Cobb & Yackel, 1996

Cobb, P., & Yackel, E. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education, 27(4), 458-477.

Davis, 1997

Davis, B. (1997). Listening for differences: An evolving conception of mathematics teaching. Journal for Research in Mathematics Education, 28(4), 355-376.

DeBellis, 1998

DeBellis, V. A. (1998). Mathematical intimacy: Local affect in powerful problem solvers. In S. Berenson (Ed.), Proceedings of the 20th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics education (Vol. 2). Raleigh, North Carolina.

DeBellis & Goldin, 1999

DeBellis, V. A., & Goldin, G. A. (1999). Aspects of affect: Mathematical intimacy, mathematical integrity. In O. Zaslovsky (Ed.), Proceedings of the 23rd International Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 249-256). Haifa, Israel.

Farmer, Hauk, & Neumann, 2005

Farmer, J., Hauk, S., & Neumann, A. M.(2005). Negotiating reform: Implementing Process Standards in culturally responsive professional development. High School Journal, 88(4), 59-71.

Friedberg, 2001

Friedberg, S. (Ed.) (2001). Teaching mathematics in colleges and universities: Case studies for today's classroom. Providence, RI: American Mathematical Society.

Gay, 2000

Gay, G. (2000).Culturally responsive teaching: Theory, research, & practice. New York: Teachers College Press.

Hauk, 2005

Hauk, S.(2005). Mathematical autobiography among college learners in the United States. Adults Learning Mathematics, 1, 36-56.

Hauk & Davis, 2001

Hauk, S., & Davis, M. K. (2001). Does the evidence of authority prevail over the authority of evidence? (In preparation.)

Hauk & Isom, 2004

Hauk, S. & Isom, M. (2004). A comparative investigation in college algebra of student appeals to authority in written mathematical justification. (Manuscript submitted for publication)

Hauk, Powers, Safer, & Segalla, 2005

Hauk, S., Powers, R. A., Safer, A., & Segalla, A. (2005). Student performance using the web-based homework program WeBWorK in moderate enrollment college algebra classes. (Manuscript submitted for publication)

Hauk & Segalla, 2005

Hauk, S., & Segalla, A. (2005). Student perceptions of the web-based homework program WeBWorK in moderate enrollment college algebra classes. Journal of Computers in Mathematics and Science Teaching, 24(3), 229-253.

King, 2002

King, L. A. (2002). Gain without pain? Expressive writing and self-regulation. In S. J. Lepore & J. M. Smyth (Eds.), The writing cure: How expressive writing promotes health and emotional well-being (pp. 119-140). Washington, DC: American Psychological Association.

Klein & Boals, 2001

Klein, K., & Boals, A. (2001). The relationship of life event stress and working memory capacity. Applied Cognitive Psychology, 15, 565-579.

Mason & Spence, 1999

Mason, J., & Spence, M. (1999). Beyond mere knowledge of mathematics: The importance of knowing-to act in the moment. Educational Studies in Mathematics, 28, 135-161.

Mukhopadhyay & Greer, 2001

Mukhopadhyay, S., & Greer, B. (2001). Modelling with purpose: Mathematics as a critical tool. In B. Atweh, H. Forgasz, & B. Nebres (Eds.), Sociocultural research on mathematics education (pp. 295-311). Mahway, NJ: Erlbaum.

Schoenfeld, 1992

Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 334-370). New York: Macmillan.

Schoenfeld, 2000

Schoenfeld, A. H. (2000). Purposes and methods of research in mathematics education. Notices of the American Mathematical Society, 47(6), 641-649.
(PDF file available on-line, accessed 28 June 2002 at http://www.ams.org/notices/200006/fea-schoenfeld.pdf)

Schunk & Zimmerman, 1994

Schunk, D. H., & Zimmerman, B. J. (1994). Self-regulation of learning and performance. Mahwah, NJ: Erlbaum.

Selden, Selden, Hauk & Mason, 2000

Selden, A., Selden, J., Hauk, S., & Mason, A. (2000). Why can't calculus students access their knowledge to solve non-routine problems? In E. Dubinsky, A. H. Schoenfeld, & J. Kaput (Eds.), Research in Collegiate Mathematics Education. IV (pp. 128-153). Providence, RI: American Mathematical Society.

Selden & Selden, 2003

Selden, J., & Selden, A. (2003). Validations of proofs considered as texts: Can undergraduates tell whether an argument proves a theorem? Journal for Research in Mathematics Education, 34, 4-36.

Sfard, 1991

Sfard, A. (1991). On the dual nature of mathematical conceptions: Reflections on processes and objects as different sides of the same coin. Educational Studies in Mathematics, 22, 1-36.

Simpson & Tall, 1998

Simpson, A., & Tall, D. (1998). Computers and the link between intuition and formalism. In Proceedings of the Tenth Annual International Conference on Technology in Collegiate mathematics (pp. 417-421). Addison-Wesley Longman.

Staszkow & Bradshaw, 1995

Staszkow, R., & Bradshaw, R. (1995). The mathematical palette, 2nd edition. Miami, FL: Saunders.

Stein & Smith, 1998

Stein, M. K., & Smith, M. (1998). Mathematical tasks as a framework for reflection: From research to practice. Mathematics Teaching in the Middle School, 3, 268-275.

Szydlik, 2000

Szydlik, J. E. (2000). Mathematical beliefs and conceptual understanding of the limit of a function. Journal for Research in Mathematics Education, 31(3), 258-276.

Tsay & Hauk, 2006

Tsay, J.-J., & Hauk, S. (2006). Multiplication schema for signed number: Case study of three prospective teachers. Mathematical Sciences and Mathematics Education, 1(1), 33-37.

Turkle, 1995

Turkle, S. (1995). Life on the screen: Identity in the age of the internet. New York: Simon and Schuster.