References
Alerby, E. (2000). A way of visualizing children’s and young people’s thoughts about the
environment: A study of drawings. Environmental Education Research, 6(3), 205-222.
Ambrose, R., Clement, L., Philipp, R., & Chauvot, J. (2004). Assessing prospective elementary
school teachers’ beliefs about mathematics and mathematics learning: Rationale and
development of a constructed-response-format beliefs survey. School Science and
Mathematics, 104(2), 56-70.
Ambrose, R. (2004). Initiating change in prospective elementary school teachers’ orientations to
mathematics teaching by building on beliefs. Journal of Mathematics Teacher Education, 7,
191-119.
Ball, D. L. (1990). The mathematical understandings that prospective teachers bring to teacher
education. Elementary School Journal, 90, 449-466.
Battista, M. T. (1999). The mathematical miseducation of America’s youth [Electronic version].
Phi Delta Kappan, 80(6), 424-433.
Burns, M. (1998). Math: Facing an American phobia. Math Solutions Publications.
Burton, M. (2012). What is math? Exploring the perception of elementary pre-service teachers.
IUMPST: The Journal, Vol 5 (Teacher Attribute). [www.k-12prep.math.ttu.edu]
Cooney, T. (1999). Conceptualizing teachers’ ways of knowing. Educational Studies in
Mathematics, 38, 163-187.
Doerr, H.M. & Lesh, R. (2003) A modeling perspective on teacher development. In R. Lesh &
H.M. Doerr (Eds.). Beyond constructivism: A models and modeling perspective on
mathematics problem solving, learning and teaching (pp.125-139). Hillsdale, NJ: Lawrence
Erlbaum.
Eisenhart, M., Borko, H., Underhill, R., Brown, C., Jones, D. & Agard, P. (1993). Conceptual
knowledge falls through the cracks: Complexities of learning to teach mathematics for
understanding. Journal for Research in Mathematics Education, 24(1), 8-40.
Finson, K. D. (2002). Drawing a scientist: What we do and do not know after fifty years of
drawings. School Science and Mathematics, 102(7), 335-345.
Frykholm, J. A. (1999). The impact of reform: Challenges for mathematics teacher preparation.
Journal of Mathematics Teacher Education, 2, 79-105.
Hinchey, P. H. (1998). Finding freedom in the classroom: A practical introduction to critical
theory. New York: Peter Lang.
Kendrick, M., & Mckay, R. (2004). Drawings as an alternative way of understanding young
children’s constructions of literacy. Journal of Early Childhood Literacy, 4(1), 109-128.
Langer, E. J. (1989). Mindfulness. Reading, MA: Addison-Wesley.
Lingren, J. & Bleicher, R. E. (2005). Learning the learning cycle: The differential effect on
elementary preservice teachers. School Science and Mathematics, 105(2), 61-72.
Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers' understanding of
fundamental mathematics in China and the United States. Mahwah, NJ: Erlbaum.
McLeod, D. B. (1992). Research on affect in mathematics education: A reconceptualization. In
D.A. Grouws (Ed.). Handbook of research on mathematics teaching and learning (pp.575-
596). New York: Macmillan.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook.
Thousand Oaks, CA: Sage.
Mitchell, C., Theron, L., Stuart, J., Smith, A., & Campbell, Z. (2011). Drawing as research
method. In L. Theron et al (eds.), Picturing research: Drawing as visual methodology (pp. 19-
36). Rotterdam, Netherlands: Sense Publishers.
Munby, H., Russell, T., & Martin, A. (2001). Teachers’ knowledge and how it develops. In V.
Richardson (Ed.), Handbook of research on teaching (4th ed.) (pp.877-904). Washington,
DC: American Educational Research Association.
National Council of Teacher of Mathematics. (2000). The principles and standards for school
mathematics. Reston, VA: NCTM.
Newstead, K. (1998). Aspects of children’s mathematics anxiety. Educational Studies in
mathematics , 36, 53 – 71.
Picker, S. H. & Berry, J. S. (2000). Investigating pupils’ images of mathematicians. Educational
Studies in Mathematics, 43(1), 65-94.
Rule, A. C. & Harrell, M. H. (2006). Symbolic drawings reveal changes in preservice teacher
mathematics attitudes after a mathematics methods course. School Science and
Mathematics, 106(6), 241-258.
Schoen, H. L., Fey, J. T., Hirsch, C. R., & Coxford, A. F. (1999). Issues and options in the math
wars. Phi Delta Kappan, 80(6), 444-453.
Schön, D. A. (1983). The reflective practitioner: Toward a new design for teaching and learning
in the professions. San Francisco: Jossey-Bass.
Simon, M. (1995). Reconstructing mathematics pedagogy from a constructivist perspective.
Journal for Research in Mathematics Education, 26(2), 114-145.
Stodolsky, S. S. & Grossman, P. L. (2002). Changing students, changing teaching. Teachers
College Record, 102(1), 125-172.
Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for
developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage Publication.
Taylor, B.A., & Fraser, B.J.(2003). The influence of classroom environment on high school
students’ mathematics anxiety. (ERIC Document Reproduction Service No. ED 476644).
Thompson, A. (1992). Teachers’ beliefs and conceptions: A synthesis of the research. In
D. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp.127-
146). New York: Macmillan.
Trice, A. D., & Ogden, E. D. (1986/87). Correlates of mathematics anxiety in first-year
elementary school teachers, Educational Research Quarterly, 11(3), 3-4.
Trujillo, K.M., & Hadfield, O.D. (1999). Tracing the roots of mathematics anxiety through indepth
interviews with preservice elementary teachers. College Student Journal, 33 (2), 219-
232.
Zambo, D. & Zambo, R. (2006). Using thought bubble pictures to assess students’ feelings
about mathematics. Mathematics Teaching in the Middle School, 12(1), 14-21.