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Understanding the Critical Areas in Teaching and Learning of Geometry and Measurement

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  1. Henningsen, M., "Mathematical tasks and student cognition : classroom-based factors that support and inhibit high-level mathematical thinking and reasoning", Journal for Research in Mathematics Education, 28(5), pp.524~549 (1997)[DOI]
  2. Hong, D. S., "Examining preservice teachers' responses to area conservation tasks", School Science and Mathematics, 120(5), pp.262~272 (2020)[DOI]
  3. Hong, D. S., ""I don't think they need any help with the formula" : Examining elementary preservice teachers' responses to volume tasks", School Science and Mathematics, 122(3), pp.155~168 (2022)[DOI]
  4. "TIMSS 2015 International Results in Mathematics" (2016)[URL]
  5. "Principles to actions: ensuring mathematical success for all", NCTM, ~ (2014)
  6. Runnalls, C., ""Well, they understand the concept of area" : pre-service teachers’ responses to student area misconceptions", Mathematics Education Research Journal, 32, pp.629~651 (2019)[DOI]

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