[1]
J. Johnston, Emergent science: teaching science from birth to 8. London: Routledge, 2014 [Online]. Available: https://www.dawsonera.com/guard/protected/dawson.jsp?name=https://dmz-shib-dg-01.dmz.roehampton.ac.uk/idp/shibboleth&dest=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9781315815510
[2]
Rutledge, G. N., Primary science: teaching the tricky bits (electronic resource). Maidenhead: McGraw-Hill Open University Press, 2010 [Online]. Available: https://roe.idm.oclc.org/login?url=http://www.vlebooks.com/vleweb/product/openreader?id=Roehampton&isbn=9780335240395&uid=^u
[3]
M. Allen, Misconceptions in primary science, Second edition. Maidenhead: Open University Press, 2014 [Online]. Available: https://roe.idm.oclc.org/login?url=http://www.vlebooks.com/vleweb/product/openreader?id=Roehampton&isbn=9780335262670&uid=^u
[4]
V. Cooke and C. Howard, Practical ideas for teaching primary science, vol. Critical teaching. Northwich: Critical Publishing, 2014 [Online]. Available: https://roe.idm.oclc.org/login?url=https://ebookcentral.proquest.com/lib/roehampton-ebooks/detail.action?docID=1818070
[5]
J. Johnston, Emergent science: teaching science from birth to 8. London: Routledge, Taylor & Francis Group, 2014 [Online]. Available: https://roe.idm.oclc.org/login?url=https://www.vlebooks.com/vleweb/product/openreader?id=Roehampton&isbn=9781315815510&uid=^u
[6]
V. Cooke and C. Howard, Practical ideas for teaching primary science. Northwich: Critical Publishing Ltd, 2014 [Online]. Available: https://roe.idm.oclc.org/login?url=https://ebookcentral.proquest.com/lib/roehampton-ebooks/detail.action?docID=1818070
[7]
P. Brunton and L. Thornton, Science in the early years: building firm foundations from birth to five. Los Angeles, [Calif.]: SAGE, 2010 [Online]. Available: http://sk.sagepub.com/books/science-in-the-early-years
[8]
L. Kelly and D. Stead, Enhancing primary science: developing effective cross-curricular links. Maidenhead: Open University Press, 2013 [Online]. Available: https://www.dawsonera.com/guard/protected/dawson.jsp?name=https://dmz-shib-dg-01.dmz.roehampton.ac.uk/idp/shibboleth&dest=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9780335247059
[9]
P. Brunton and L. Thornton, Science in the early years: building firm foundations from birth to five. Los Angeles, [Calif.]: SAGE, 2010 [Online]. Available: http://sk.sagepub.com/books/science-in-the-early-years
[10]
G. Peacock, J. Sharp, R. Johnsey, and D. Wright, ‘Materials’, in Primary science: knowledge and understanding, Seventh edition., London: Sage Publications Ltd, 2014, pp. 88–105 [Online]. Available: https://contentstore.cla.co.uk/secure/link?id=de882d57-8b4a-e611-80bd-0cc47a6bddeb
[11]
L. Kelly and D. Stead, Enhancing primary science: developing effective cross-curricular links. Maidenhead: Open University Press, 2013 [Online]. Available: https://roe.idm.oclc.org/login?url=https://www.vlebooks.com/vleweb/product/openreader?id=Roehampton&isbn=9780335247059&uid=^u
[12]
P. Brunton and L. Thornton, Science in the early years: building firm foundations from birth to five. Los Angeles, [Calif.]: SAGE, 2010 [Online]. Available: https://roe.idm.oclc.org/login?url=http://sk.sagepub.com/books/science-in-the-early-years
[13]
V. Cooke and C. Howard, Practical ideas for teaching primary science. Northwich: Critical Publishing Ltd, 2014 [Online]. Available: https://roe.idm.oclc.org/login?url=https://ebookcentral.proquest.com/lib/roehampton-ebooks/detail.action?docID=1818070
[14]
N. Rutledge, Primary science: teaching the tricky bits. Maidenhead: Open University Press/McGraw Hill, 2010.
[15]
M. Allen, Misconceptions in primary science, Second edition. Maidenhead: Open University Press, 2014 [Online]. Available: https://roe.idm.oclc.org/login?url=http://www.vlebooks.com/vleweb/product/openreader?id=Roehampton&isbn=9780335262670&uid=^u
[16]
M. Frankland, Addressing special educational needs and disability in the curriculum: science, Second edition. New York: Routledge, 2017 [Online]. Available: https://roe.idm.oclc.org/login?url=https://www.vlebooks.com/vleweb/product/openreader?id=Roehampton&isbn=9781315457857&uid=^u
[17]
M. Allen, Misconceptions in primary science, Second edition. Maidenhead: Open University Press, 2014 [Online]. Available: https://roe.idm.oclc.org/login?url=http://www.vlebooks.com/vleweb/product/openreader?id=Roehampton&isbn=9780335262670&uid=^u
[18]
J. Turner, It’s not fair - or is it? : a guide to developing children’s ideas through primary science enquiry. Sandbach: Millgate House Publications, 2011.
[19]
M. Frankland, Addressing special educational needs and disability in the curriculum: science, Second edition. New York: Routledge, 2017 [Online]. Available: https://roe.idm.oclc.org/login?url=https://www.vlebooks.com/vleweb/product/openreader?id=Roehampton&isbn=9781315457857&uid=^u
[20]
L. Bianchi, R. Feasey, and S. Hesketh, Science beyond the classroom boundaries for 7-11 year olds. Maidenhead: McGraw-Hill Open University Press, 2011 [Online]. Available: https://roe.idm.oclc.org/login?url=http://www.vlebooks.com/vleweb/product/openreader?id=Roehampton&isbn=9780335241347&uid=^u
[21]
L. Bianchi and R. Feasey, Science and technology beyond the classroom boundaries for 7-11 year olds. Maidenhead: Open University Press, 2011.
[22]
L. Bianchi, R. Feasey, and S. Hesketh, Science beyond the classroom boundaries for 3-7 year olds. Maidenhead, Berkshire: McGraw-Hill, 2011 [Online]. Available: http://site.ebrary.com/lib/roehampton/Doc?id=10863115
[23]
L. Bianchi, R. Feasey, and S. Hesketh, Science beyond the classroom boundaries for 3-7 year olds. Maidenhead: McGraw Hill/Open University Press, 2011 [Online]. Available: http://site.ebrary.com/lib/roehampton/Doc?id=10863115
[24]
A. Howe, C. Collier, K. McMahon, S. Earle, and D. Davies, Science 5-11: a guide for teachers, Third edition. London: Routledge, 2017 [Online]. Available: https://roe.idm.oclc.org/login?url=http://www.vlebooks.com/vleweb/product/openreader?id=Roehampton&isbn=9780203717950&uid=^u
[25]
D. Davies, Teaching science creatively, vol. Learning to teach in the primary school series. Abingdon: Routledge, 2011 [Online]. Available: https://roe.idm.oclc.org/login?url=https://ebookcentral.proquest.com/lib/roehampton-ebooks/detail.action?docID=4626145
[26]
Devereux, Jane and Open University, Science for primary and early years: developing subject knowledge, 2nd ed., vol. Developing subject knowledge. London: SAGE, 2007.
[27]
W. Harlen and A. Qualter, The teaching of science in primary schools (electronic resource), Sixth edition. London: Routledge, 2014 [Online]. Available: https://roe.idm.oclc.org/login?url=http://www.vlebooks.com/vleweb/product/openreader?id=Roehampton&isbn=9781315850962&uid=^u
[28]
W. Harlen and A. Qualter, The teaching of science in primary schools, 6th edition. London: Routledge, 2014 [Online]. Available: https://roe.idm.oclc.org/login?url=http://www.vlebooks.com/vleweb/product/openreader?id=Roehampton&isbn=9781315850962&uid=^u
[29]
A. Howe, Science 5-11: a guide for teachers, 3rd ed. London: David Fulton, 2017.
[30]
J. Ainley, ‘Is there any mathematics in measurement?’, in Teaching and learning school mathematics: a reader, London: Hodder & Stoughton in association with The Open University, 1991, pp. 69–76 [Online]. Available: https://contentstore.cla.co.uk//secure/link?id=04852d23-864a-e611-80bd-0cc47a6bddeb
[31]
T. Cotton, Understanding and teaching primary mathematics, Third edition. London: Routledge, 2016.
[32]
T. Cotton, Understanding and teaching primary mathematics, Third edition. London: Routledge, 2016 [Online]. Available: https://roe.idm.oclc.org/login?url=http://www.vlebooks.com/vleweb/product/openreader?id=Roehampton&isbn=9781315695525&uid=^u
[33]
A. Hansen, ‘Measurement’, in Children’s errors in mathematics, Third edition., A. Hansen, D. Drews, J. Dudgeon, F. Lawton, and L. Surtees, Eds. Los Angeles: Learning Matters, 2014, pp. 120–154.
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S. Gifford, Teaching mathematics 3-5: developing learning in the foundation stage. Maidenhead: Open University Press, 2005.
[35]
S. Gifford, Teaching mathematics 3-5: developing learning in the foundation stage. Maidenhead: Open University Press, 2005 [Online]. Available: https://roe.idm.oclc.org/login?url=https://ebookcentral.proquest.com/lib/roehampton-ebooks/detail.action?docID=287879
[36]
D. Haylock, ‘Algebraic Reasoning’, in Mathematics explained for primary teachers, 5th edition., Los Angeles: SAGE, 2014, pp. 289–308.
[37]
T. Cotton, Understanding and teaching primary mathematics, Third edition. London: Routledge, 2016.
[38]
T. Cotton, Understanding and teaching primary mathematics, Third edition. London: Routledge, 2016 [Online]. Available: https://roe.idm.oclc.org/login?url=http://www.vlebooks.com/vleweb/product/openreader?id=Roehampton&isbn=9781315695525&uid=^u
[39]
M. Briggs and S. Davis, Creative teaching mathematics in the early years and primary classroom. London: Routledge, 2008 [Online]. Available: https://www.dawsonera.com/guard/protected/dawson.jsp?name=https://dmz-shib-dg-01.dmz.roehampton.ac.uk/idp/shibboleth&dest=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9780203826294
[40]
Ollerton, Mike, ‘DIFFERENTIATION IN MATHEMATICS CLASSROOMS.’, Mathematics Teaching., no. 240, pp. 43–46, 2014 [Online]. Available: http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,athens&db=ehh&AN=96164498&site=eds-live
[41]
K. Cramer, D. Monson, S. Ahrendt, K. Colum, B. Wiley, and T. Wyberg, ‘5 Indicators of Decimal Understandings’, Teaching Children Mathematics, vol. 22, no. 3, 2015, doi: https://roehamptonuniversity-on-worldcat-org.roe.idm.oclc.org/oclc/6001099281.
[42]
D. Haylock, ‘Algebraic Reasoning’, in Mathematics explained for primary teachers, 5th edition., Los Angeles: SAGE, 2014, pp. 289–308.
[43]
R. Lewis, L. Gibbons, E. Kazemi, and T. Lind, ‘Unwrapping Students’ Ideas about Fractions’, Teaching Children Mathematics, vol. 22, no. 3, 2015, doi: 10.5951/teacchilmath.22.3.0158.
[44]
D. Haylock, ‘Algebraic Reasoning’, in Mathematics explained for primary teachers, 5th edition., Los Angeles: SAGE, 2014, pp. 289–308.
[45]
S. J. Lamon, Teaching fractions and ratios for understanding: essential content knowledge and instructional strategies for teachers, 3rd ed. London: Routledge, 2012.
[46]
S. J. Lamon, Teaching fractions and ratios for understanding: essential content knowledge and instructional strategies for teachers, 3rd ed. New York: Routledge, 2012 [Online]. Available: https://roe.idm.oclc.org/login?url=http://www.vlebooks.com/vleweb/product/openreader?id=Roehampton&isbn=9780203803165&uid=^u
[47]
D. Haylock, ‘Algebraic Reasoning’, in Mathematics explained for primary teachers, 5th edition., Los Angeles: SAGE, 2014, pp. 289–308.
[48]
S. J. Lamon, Teaching fractions and ratios for understanding: essential content knowledge and instructional strategies for teachers, 3rd ed. London: Routledge, 2012.
[49]
S. J. Lamon, Teaching fractions and ratios for understanding: essential content knowledge and instructional strategies for teachers, 3rd ed. New York: Routledge, 2012 [Online]. Available: https://roe.idm.oclc.org/login?url=http://www.vlebooks.com/vleweb/product/openreader?id=Roehampton&isbn=9780203803165&uid=^u
[50]
C. T. Fosnot and M. L. A. M. Dolk, Young mathematicians at work: constructing fractions, decimals, and percents. Portsmouth, NH: Heinemann, 2002.
[51]
X. Zhang, M. Clements, and N. Ellerton, ‘Engaging Students with Multiple Models of Fractions’, Teaching Children Mathematics, vol. 22, no. 3, 2015, doi: 10.5951/teacchilmath.22.3.0138.
[52]
R. Tzur and J. Hunt, ‘Iteration: Unit Fraction Knowledge and the French Fry Tasks’, Teaching Children Mathematics, vol. 22, no. 3, 2015, doi: 10.5951/teacchilmath.22.3.0148.
[53]
S. J. Lamon, Teaching fractions and ratios for understanding: essential content knowledge and instructional strategies for teachers, 3rd ed. London: Routledge, 2012.
[54]
S. J. Lamon, Teaching fractions and ratios for understanding: essential content knowledge and instructional strategies for teachers, 3rd ed. New York: Routledge, 2012 [Online]. Available: https://roe.idm.oclc.org/login?url=http://www.vlebooks.com/vleweb/product/openreader?id=Roehampton&isbn=9780203803165&uid=^u
[55]
P. Holt Wilson, M. Myers, C. Edgington, and J. Confrey, ‘Fair Shares, Matey, or Walk the Plank’, Teaching Children Mathematics, vol. 18, no. 8, 2012, doi: 10.5951/teacchilmath.18.8.0482.
[56]
S. J. Lamon, Teaching fractions and ratios for understanding: essential content knowledge and instructional strategies for teachers, 3rd ed. London: Routledge, 2012.
[57]
S. J. Lamon, Teaching fractions and ratios for understanding: essential content knowledge and instructional strategies for teachers, 3rd ed. New York: Routledge, 2012 [Online]. Available: https://roe.idm.oclc.org/login?url=http://www.vlebooks.com/vleweb/product/openreader?id=Roehampton&isbn=9780203803165&uid=^u
[58]
Alfinio Flores, Jeffrey Samson and H. Bahadir Yanik, ‘Quotient and Measurement Interpretations of Rational Numbers’, Teaching Children Mathematics, vol. 13, no. 1, pp. 34–39, 2006 [Online]. Available: http://www.jstor.org/stable/41198840?Search=yes&resultItemClick=true&searchText=rational&searchText=numbers&searchText=as&searchText=measures&searchUri=%2Faction%2FdoBasicSearch%3Ffilter%3D%26amp%3BQuery%3Drational%2Bnumbers%2Bas%2Bmeasures&refreqid=search%3A5c9d9b7756b310667a8163ee5eb4e8df&seq=3#page_scan_tab_contents
[59]
S. J. Lamon, Teaching fractions and ratios for understanding: essential content knowledge and instructional strategies for teachers, 3rd ed. London: Routledge, 2012.
[60]
S. J. Lamon, Teaching fractions and ratios for understanding: essential content knowledge and instructional strategies for teachers, 3rd ed. New York: Routledge, 2012 [Online]. Available: https://roe.idm.oclc.org/login?url=http://www.vlebooks.com/vleweb/product/openreader?id=Roehampton&isbn=9780203803165&uid=^u
[61]
‘Using Representations of Fraction Multiplication’, Teaching Children Mathematics, vol. 22, no. 6, 2016, doi: 10.5951/teacchilmath.22.6.0366.
[62]
‘Unpacking Referent Units in Fraction Operations’, Teaching Children Mathematics, vol. 22, no. 4, 2015, doi: 10.5951/teacchilmath.22.4.0240.
[63]
S. J. Lamon, Teaching fractions and ratios for understanding: essential content knowledge and instructional strategies for teachers, 3rd ed. New York: Routledge, 2012 [Online]. Available: https://roe.idm.oclc.org/login?url=http://www.vlebooks.com/vleweb/product/openreader?id=Roehampton&isbn=9780203803165&uid=^u
[64]
S. J. Lamon, Teaching fractions and ratios for understanding: essential content knowledge and instructional strategies for teachers, 3rd ed. London: Routledge, 2012.
[65]
‘Pattern-Block Frenzy’, Teaching Children Mathematics, vol. 19, no. 2, 2012, doi: 10.5951/teacchilmath.19.2.0116.
[66]
‘Pattern-Block Frenzy’, Teaching Children Mathematics, vol. 19, no. 2, 2012, doi: 10.5951/teacchilmath.19.2.0116.
[67]
‘Toy Stories: Modeling Rates’, Teaching Children Mathematics, vol. 22, no. 2, 2015, doi: 10.5951/teacchilmath.22.2.0076.
[68]
‘How Can Students Learn Fraction (De)Composition?’, Teaching Children Mathematics, vol. 24, no. 1, 2017, doi: 10.5951/teacchilmath.24.1.0030.
[69]
‘Can Kindergartners Do Fractions?’, Teaching Children Mathematics, vol. 20, no. 6, 2014, doi: 10.5951/teacchilmath.20.6.0354.
[70]
R. S. Siegler and H. Lortie-Forgues, ‘Hard Lessons: Why Rational Number Arithmetic Is So Difficult for So Many People’, Current Directions in Psychological Science, vol. 26, no. 4, pp. 346–351, Aug. 2017, doi: 10.1177/0963721417700129.
[71]
Alfinio Flores, Jeffrey Samson and H. Bahadir Yanik, ‘Quotient and Measurement Interpretations of Rational Numbers’, Teaching Children Mathematics, vol. 13, no. 1, pp. 34–39, 2006 [Online]. Available: http://www.jstor.org/stable/41198840?Search=yes&resultItemClick=true&searchText=rational&searchText=numbers&searchText=as&searchText=measures&searchUri=%2Faction%2FdoBasicSearch%3Ffilter%3D%26amp%3BQuery%3Drational%2Bnumbers%2Bas%2Bmeasures&refreqid=search%3A5c9d9b7756b310667a8163ee5eb4e8df&seq=3#page_scan_tab_contents
[72]
F. K. Lester, Second handbook of research on mathematics teaching and learning: Vol.2. Charlotte, NC: Information Age, 2007.
[73]
R. Poon and P. Lewis, ‘Unpacking the Division Interpretation of a Fraction’, Teaching Children Mathematics, vol. 22, no. 3, 2015, doi: 10.5951/teacchilmath.22.3.0178.
[74]
Fyfe, Emily R.. Department of Psychological and Brain Sciences, Indiana University, Bloomington, IN, US, efyfe@indiana.edu Matthews, Percival G.. Department of Educational Psychology, University of Wisconsin-Madison, Madison, WI, USAmsel, Eric. Department of Psychology, Weber State University, Ogden, UT, USMcEldoon, Katherine L.. Tennessee Department of Education, Nashville, TN, USMcNeil, Nicole M.. Department of Psychology, University of Notre Dame, Notre Dame, IN, US, ‘Assessing formal knowledge of math equivalence among algebra and pre-algebra students.’, Journal of Educational Psychology, vol. 110, no. 1, pp. 87–101, 2018.
[75]
Fyfe, Emily R;, ‘Easy as ABCABC: Abstract Language Facilitates Performance on a Concrete Patterning Task’, Child Development, vol. 86, no. 3, pp. 927–936, 2015 [Online]. Available: https://srcd-onlinelibrary-wiley-com.roe.idm.oclc.org/doi/10.1111/cdev.12331
