Agbah, Florence, Ways of Learning (Printing and Publishing Unit for Continuing Education, 1987)
Aldrich, R., and D. Crook, ‘Mathematics, Arithmetic and Numeracy: An Historical Perspective’, in Why Learn Maths? (Institute of Education, University of London, 2000), Bedford Way papers, pp. 26–47
Anghileri, Julia, Teaching Number Sense, 2nd ed (Continuum, 2006)
Arthur, James, and Teresa Cremin, Learning to Teach in the Primary School, Third edition (Routledge, 2014) <http://UCL.eblib.com/patron/FullRecord.aspx?p=1638640>
Ashby, Ben, ‘Exploring Children’s Attitudes towards Mathematics’, Proceedings of the British Society for Research into Learning Mathematics, 2009, xxix, pp. 7–12 <http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.530.8962&rep=rep1&type=pdf>
Askew, M., ‘Chapter 2: It Ain’t (Just) What You Do: Effective Teachers of Numeracy.’, in Issues in Teaching Numeracy in Primary Schools, ed. by I. Thompson, 2nd edn (Open University Press, 2010), pp. 31–44 <http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-08-15T15%3A38%3A46IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=Issues%20in%20teaching%20numeracy%20in%20primary%20schools&rft.aulast=Thompson&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=9780335241538&rft.isbn=0335241549&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=http://libproxy.ucl.ac.uk/login?url=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9780335241545&rft_dat=<UCL_LMS_DS>002699493</UCL_LMS_DS><url></url>&rft.eisbn=&rft_id=info:oai/&req.language=eng>
Askew, Mike, ‘Chapter 9: Teaching Tripod: Tasks’, in Transforming Primary Mathematics: Understanding Classroom Tasks, Tools and Talk, Updated and revised edition (Routledge, 2016), pp. 97–108, doi:10.4324/9781315667256
——, ‘Chapter 10: Teaching Tripod: Tools’, in Transforming Primary Mathematics: Understanding Classroom Tasks, Tools and Talk, Updated and revised edition (Routledge, 2016), pp. 109–27, doi:10.4324/9781315667256
——, ‘Chapter 11: Teaching Tripod: Talk’, in Transforming Primary Mathematics, Revised and updated edition (Routledge, 2016), doi:10.4324/9781315667256
——, Transforming Primary Mathematics: Understanding Classroom Tasks, Tools and Talk, Updated and revised edition (Routledge, 2016) <http://dx.doi.org/10.4324/9781315667256>
‘Association of Teachers of Mathematics - ATM’, n.d. <https://www.atm.org.uk/>
Aubrey, Karl, and Alison Riley, Understanding and Using Educational Theories (SAGE, 2016)
Back, Jenni, Creative Approaches to Mathematics Across the Curriculum : Nrich.Maths.Org, 2005 <http://nrich.maths.org/4770>
Barmby, P., D. Bolden, and L. Thompson, ‘Chapter 5: Reasoning with Problems’, in Understanding and Enriching Problem Solving in Primary Mathematics (Critical Publishing, 2014), Critical teaching, pp. 46–61 <https://ebookcentral.proquest.com/lib/UCL/detail.action?docID=1818068>
Barmby, Patrick, and others, ‘The Array Representation and Primary Children’s Understanding and Reasoning in Multiplication’, Educational Studies in Mathematics, 70.3 (2009), pp. 217–41, doi:10.1007/s10649-008-9145-1
——, David Bolden, and Lynn Thompson, ‘Chapter 6: Assessing Problem Solving’, in Understanding and Enriching Problem Solving in Primary Mathematics (Critical Publishing, 2014), Critical teaching, pp. 74–88 <https://ebookcentral.proquest.com/lib/UCL/detail.action?docID=1818068>
——, David Bolden, and Lynn Thompson, Understanding and Enriching Problem Solving in Primary Mathematics (Critical Publishing, 2014), Critical teaching <https://ebookcentral.proquest.com/lib/UCL/detail.action?docID=1818068>
Barnes, Jonathan, ‘Chapter 5: What Does Neuro-Science Tell Us about Cross-Curricular Learning?’, in Cross-Curricular Learning 3-14, Third edition (SAGE, 2015)
——, Cross-Curricular Learning 3-14, Third edition (SAGE, 2015)
Bates, Bob, Learning Theories Simplified: - And How to Apply Them to Teaching (SAGE, 2016)
Beishuizen, M., ‘The Empty Number Line’, in Issues in Teaching Numeracy in Primary Schools, ed. by Ian Thompson, 2nd edn (OUP, 2010), pp. 174–87 <https://www.dawsonera.com/abstract/9780335241545>
Bell, Judith, and Stephen Waters, Doing Your Research Project: A Guide for First-Time Researchers, Sixth edition (Open University Press, 2014) <http://UCL.eblib.com/patron/FullRecord.aspx?p=1910218>
Beyond Levels: Alternative Assessment Approaches Developed by Teaching Schools - GOV.UK, n.d. <https://www.gov.uk/government/publications/beyond-levels-alternative-assessment-approaches-developed-by-teaching-schools>
Biggs, John B., and Kevin F. Collis, Evaluating the Quality of Learning: The SOLO Taxonomy [Structure of the Observed Learning Outcome] (Academic Press, 1982), Educational psychology <http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-11-01T17%3A42%3A41IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=Evaluating%20the%20quality%20of%20learning%20the%20SOLO%20taxonomy%20(structure%20of%20the%20observed%20learning%20outcome)&rft.aulast=Biggs&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=Biggs,%20John%20B.%20(John%20Burville)&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=&rft.isbn=0120975521&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=&rft_dat=%3CUCL_LMS_DS%3E002904196%3C/UCL_LMS_DS%3E%3Curl%3E%3C/url%3E&rft.eisbn=&rft_id=info:oai/&req.language=eng>
——, Catherine So-kum Tang, and Society for Research into Higher Education, Teaching for Quality Learning at University: What the Student Does, 4th ed (McGraw-Hill/Society for Research into Higher Education & Open University Press, 2011) <http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-07-27T17%3A40%3A39IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=Teaching%20for%20quality%20learning%20at%20university%20what%20the%20student%20does&rft.aulast=Biggs&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=Biggs,%20John%20B.%20%28John%20Burville%29&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=9780335242757&rft.isbn=0335242758&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=http://libproxy.ucl.ac.uk/login?url=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9780335242764&svc_val_fmt=info:ofi/fmt:kev:mtx:sch_svc&svc.fulltext=yes&rft_dat=%3CUCL_LMS_DS%3E002699520%3C/UCL_LMS_DS%3E%3Curl%3E%3C/url%3E&rft.eisbn=&rft_id=info:oai/&req.language=eng>
Boaler, Jo, ‘Chapter 9: Teaching Mathematics for a Growth Mindset’, in Mathematical Mindsets: Unleashing Students’ Potential through Creative Math, Inspiring Messages, and Innovative Teaching (Jossey-Bass & Pfeiffer Imprints, 2016), pp. 171–208 <https://www.vlebooks.com/Product/Index/643805?page=0&startBookmarkId=-1>
——, ‘Chapter 9: What Does Neuro-Science Tell Us about Cross-Cultural Learning?’, in Mathematical Mindsets: Unleashing Students’ Potential through Creative Math, Inspiring Messages, and Innovative Teaching (Jossey-Bass & Pfeiffer Imprints, 2016), pp. 171–208 <https://www.vlebooks.com/Product/Index/643805?page=0&startBookmarkId=-1>
——, Mathematical Mindsets: Unleashing Students’ Potential through Creative Math, Inspiring Messages, and Innovative Teaching (Jossey-Bass & Pfeiffer Imprints, 2016) <http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9781118418277>
——, The Elephant in the Classroom: Helping Children Learn and Love Maths (Souvenir Press, 2015) <http://UCL.eblib.com/patron/FullRecord.aspx?p=2069561>
——, ‘The “Psychological Prisons” from Which They Never Escaped: The Role of Ability Grouping in Reproducing Social Class Inequalities’, FORUM, 47.2 (2005) <https://journals.lwbooks.co.uk/forum/vol-47-issue-2/abstract-2561/>
Bonnett, Alastair, How to Argue, 3rd ed (Pearson Education, 2011), Smarter study skills
Boylan, M., and H. Povey, ‘Ability Thinking’, in Debates in Mathematics Education (Routledge, 2013), Debates in subject teaching series, doi:10.4324/9780203762585
Briggs, Sue, Meeting Special Educational Needs in Primary Classrooms: Inclusion and How to Do It, Second edition (Routledge, 2016) <http://dx.doi.org/10.4324/9781315708225>
British Educational Research Association (BERA), Ethical Guidelines, n.d. <https://www.bera.ac.uk/wp-content/uploads/2014/02/BERA-Ethical-Guidelines-2011.pdf?noredirect=1>
British Society for Research into Learning Mathematics, Research in Mathematics Education, (London), n.d., electronic resource
Brosnan, P., A. Schmidlin, and M. R. Grant, ‘Successful Mathematics Achievement Is Attainable’, in International Guide to Student Achievement (Routledge, 2013), Educational psychology handbook series
Brown, Margaret, ‘Chapter 13: Debates in Mathematical Curriculum and Assessment’, in Debates in Mathematics Education (Routledge, 2013), Debates in subject teaching series <https://www-taylorfrancis-com.libproxy.ucl.ac.uk/chapters/edit/10.4324/9780203762585-27/debates-mathematics-curriculum-assessment-margaret-brown?context=ubx&refId=4beef6ad-5d99-495e-82fc-aa2ce1be3634>
Brown, Tony, Coordinating Mathematics across the Primary School (Falmer P., 1998), Subject leader’s handbooks <http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-11-03T18%3A01%3A09IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=Coordinating%20mathematics%20across%20the%20primary%20school.&rft.aulast=Brown&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=Brown,%20Tony,%201946-&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=&rft.isbn=0203486463&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=&rft_dat=<UCL_LMS_DS>002469505</UCL_LMS_DS><url></url>&rft.eisbn=&rft_id=info:oai/&req.language=eng>
Bruner, Jerome S., Toward a Theory of Instruction (Belknap Press, 1966)
Bruse, C. D., Student Interaction in the Math Classroom: Stealing Ideas or Building Understanding?, 2007 <http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Bruce.pdf>
Bryan, Hazel, Chris Carpenter, and Simon Hoult, Learning and Teaching at M-Level: A Guide for Student Teachers (SAGE, 2010) <http://sk.sagepub.com/books/learning-and-teaching-at-m-level>
Burkhardt, Hugo, and Alan Bell, ‘Problem Solving in the United Kingdon’, ZDM-International Journal on Mathematics Education, 39 (2007) <http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.566.3475&rep=rep1&type=pdf>
Burton, Leone, Children Learning Mathematics: Patterns and Relationships (Simon & Schuster Education, 1994), Primary matters
Cai, J., ‘What Research Tells Us about Teaching Mathematics through Problem Solving.’, Research and Issues in Teaching Mathematics through Problem Solving (Reston, VA.), 2003, pp. 241–54 <http://www.researchgate.net/publication/228597905_What_research_tells_us_about_teaching_mathematics_through_problem_solving>
——, and F. Lester, ‘Why Is Teaching with Problem Solving Important to Student Learning?’, Problem Solving Research Brief (Reston VA.), n.d. <http://old.nctm.org/uploadedFiles/Research_News_and_Advocacy/Research/Clips_and_Briefs/Research_brief_14_-_Problem_Solving.pdf>
Carol Dweck, Mindset: Changing the Way You Think to Fulfil Your Potential, Updated edition (Robinson, 2017) <http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-10-12T13%3A36%3A47IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=Mindset&rft.aulast=Dweck&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=Dweck,%20Carol%20S.,%201946-,%20author&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=&rft.isbn=9781780332000&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=&rft_dat=%3CUCL_LMS_DS%3E002196500%3C/UCL_LMS_DS%3E%3Curl%3E%3C/url%3E&rft.eisbn=&rft_id=info:oai/&req.language=eng>
Carraher, Terezinha Nunes, David William Carraher, and Analúcia Dias Schliemann, ‘Mathematics in the Streets and in Schools’, British Journal of Developmental Psychology, 3.1 (1985), pp. 21–29, doi:10.1111/j.2044-835X.1985.tb00951.x
Cohen, Louis, and others, Research Methods in Education, 7th ed (Routledge, 2011) <http://ucl.eblib.com/patron/FullRecord.aspx?p=1144438>
Collins, Stella, ‘Chapter 8: Making Learning Meaningful and Valuing Intelligence’, in Neuroscience for Learning and Development: How to Apply Neuroscience and Psychology for Improved Learning and Training (Kogan Page Limited, 2016), pp. 121–38
——, Neuroscience for Learning and Development: How to Apply Neuroscience and Psychology for Improved Learning and Training (Kogan Page Limited, 2016) <http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-06-12T10%3A50%3A02IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=Neuroscience%20for%20learning%20and%20development%20:%20how%20to%20apply%20neuroscience%20and%20psychology%20for%20improved%20learning%20and%20training&rft.aulast=Collins&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=Collins,%20Stella,%20author&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=&rft.isbn=9780749474614&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=http://proquest.safaribooksonline.com/?uiCode=ucl&xmlId=9780749474621&svc_val_fmt=info:ofi/fmt:kev:mtx:sch_svc&svc.fulltext=yes&rft_dat=%3CUCL_LMS_DS%3E002765892%3C/UCL_LMS_DS%3E%3Curl%3E%3C/url%3E&rft.eisbn=&rft_id=info:oai/&req.language=eng>
Colwell, Jennifer, and Andrew Pollard, Readings for Reflective Teaching in Early Education (Bloomsbury Academic, 2015), Reflective teaching series
Cottrell, Stella, Critical Thinking Skills: Developing Effective Analysis and Argument, 3rd ed (Palgrave Macmillan, 2017), Palgrave study skills <https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=6234915>
Cozolino, Louis J., The Social Neuroscience of Education: Optimizing Attachment and Learning in the Classroom (Norton, 2013), Norton books in education
David W Stinson, ‘Mathematics as “Gate-Keeper” (?): Three Theoretical Perspectives That Aim Toward Empowering All Children With a Key to the Gate’, The Mathematics Educator, 14.1 (2004) <https://www.academia.edu/640428/Mathematics_as_Gate_Keeper_Three_Theoretical_Perspectives_That_Aim_Toward_Empowering_All_Children_With_a_Key_to_the_Gate?auto=download>
Delaney, K., ‘Making Connections: Teachers and Children Using Resources Effectively’, in Issues in Teaching Numeracy in Primary Schools, 2nd ed (Open University Press, 2010), pp. 72–83 <http://www.dawsonera.com.libproxy.ucl.ac.uk/depp/reader/protected/external/AbstractView/S9780335241545>
Denby, Neil, Masters Level Study in Education (Open University Press, 2008) <http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-10-27T13%3A21%3A22IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=Masters%20level%20study%20in%20education&rft.aulast=Denby&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=&rft.isbn=0335234135&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=&rft_dat=%3CUCL_LMS_DS%3E002623180%3C/UCL_LMS_DS%3E%3Curl%3E%3C/url%3E&rft.eisbn=&rft_id=info:oai/&req.language=eng>
Denscombe, Martyn, The Good Research Guide: For Small-Scale Social Research Projects, 6th ed (Open University Press, 2017), Open UP study skills <http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-10-11T17%3A50%3A34IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=The%20good%20research%20guide%20:%20for%20small-scale%20social%20research%20projects&rft.aulast=Denscombe&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=Denscombe,%20Martyn&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=&rft.isbn=9780335226863&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=&rft_dat=%3CUCL_LMS_DS%3E002891817%3C/UCL_LMS_DS%3E%3Curl%3E%3C/url%3E&rft.eisbn=&rft_id=info:oai/&req.language=eng>
Dewey, John, Experience and Education, 60th anniversary ed (Kappa Delta Pi, 1998)
DfES, Access and Engagement in Mathematics: Guidance for Teaching EAL Learners Maths (KS3 National Strategy), 2002 <https://www.naldic.org.uk/Resources/NALDIC/Teaching%20and%20Learning/ma_eal.pdf>
Donaldson, Gina, Becoming a Primary Mathematics Specialist Teacher (Routledge, 2012) <https://www.taylorfrancis.com/books/9780203120590>
——, Becoming a Primary Mathematics Specialist Teacher (Routledge, 2012) <https://www.taylorfrancis.com/books/9780203120590>
Drews, Doreen, and Alice Hansen, Using Resources to Support Mathematical Thinking: Primary and Early Years (Learning Matters, 2007), Achieving QTS. Practical handbooks <http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9781844457960>
Dweck, Carol S., Mindset (Robinson, 2012) <http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-07-27T20%3A59%3A01IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=Mindset&rft.aulast=Dweck&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=Dweck,%20Carol%20S.,%201946-&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=&rft.isbn=9781780333939&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=http://warw.eblib.com/patron/FullRecord.aspx?p=897458&svc_val_fmt=info:ofi/fmt:kev:mtx:sch_svc&svc.fulltext=yes&rft_dat=%3CUCL_LMS_DS%3E002778743%3C/UCL_LMS_DS%3E%3Curl%3E%3C/url%3E&rft.eisbn=&rft_id=info:oai/&req.language=eng>
Educational Studies in Mathematics, (Dordrecht), n.d. <https://link-springer-com.libproxy.ucl.ac.uk/journal/volumesAndIssues/10649>
Ell, Fiona, Strategies and Thinking about Number in Children Aged 9-11 Years, n.d. <https://e-asttle.tki.org.nz/content/download/1473/5952/version/1/file/17.+Strategies+and+thinking+about+number+2001.pdf>
Elton-Chalcraft, Sally, Alice Hansen, and Sam Twiselton, ‘Chapter 2: Moving from Reflective Practitioner to Practitioner Researcher’, in Doing Classroom Research: A Step-by-Step Guide for Student Teachers (Open University Press, 2008), pp. 11–26 <https://ebookcentral.proquest.com/lib/UCL/detail.action?docID=369498>
Ernest, P., ‘Why Teach Mathematics?’, in Why Learn Maths? (Institute of Education, University of London, 2000), Bedford Way papers, pp. 1–14
Fielker, David, ‘Chapter 3: Another Approach’, in Extending Mathematical Ability through Whole Class Teaching (Hodder & Stoughton, 1997), Managing primary mathematics
Fox, Sue, and Liz Surtees, Mathematics across the Curriculum: Problem-Solving, Reasoning, and Numeracy in Primary Schools (Continuum, 2010)
——, and Liz Surtees, Mathematics across the Curriculum: Problem-Solving, Reasoning, and Numeracy in Primary Schools (Continuum, 2010)
Gagné, Robert M., The Conditions of Learning and Theory of Instruction, 4th ed (Holt, Rinehart and Winston, 1986)
Gardner, Howard, Multiple Intelligences: New Horizons in Theory and Practice, Revised and updated edition (BasicBooks, 2006) <http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-10-12T13%3A55%3A04IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=Multiple%20intelligences%20:%20new%20horizons&rft.aulast=Gardner&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=Gardner,%20Howard&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=&rft.isbn=0465047688&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=&rft_dat=%3CUCL_LMS_DS%3E002614132%3C/UCL_LMS_DS%3E%3Curl%3E%3C/url%3E&rft.eisbn=&rft_id=info:oai/&req.language=eng>
Geake, John G., The Brain at School: Educational Neuroscience in the Classroom (Open University Press, 2009) <http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-10-27T13%3A23%3A39IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=The%20brain%20at%20school%20:%20educational%20neuroscience%20in%20the%20classroom&rft.aulast=Geake&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=Geake,%20John%20G&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=&rft.isbn=0335234208&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=&rft_dat=%3CUCL_LMS_DS%3E002630599%3C/UCL_LMS_DS%3E%3Curl%3E%3C/url%3E&rft.eisbn=&rft_id=info:oai/&req.language=eng>
Godfrey, Jeanne, How to Use Your Reading in Your Essays, 2nd ed (Palgrave Macmillan, 2013), Palgrave study skills
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——, and Gregory C. R. Yates, ‘Chapter 14: How Knowledge Is Stored in the Mind’, in Visible Learning and the Science of How We Learn (Routledge, 2014), pp. 126–35 <http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-06-12T00%3A58%3A39IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=Visible%20Learning%20and%20the%20Science%20of%20How%20we%20Learn&rft.aulast=Hattie&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=Hattie,%20John&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=9780415704984&rft.isbn=9781134643110&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=http://ucl.eblib.com/patron/FullRecord.aspx?p=1458571&svc_val_fmt=info:ofi/fmt:kev:mtx:sch_svc&svc.fulltext=yes&rft_dat=%3CUCL_LMS_DS%3E002686075%3C/UCL_LMS_DS%3E%3Curl%3E%3C/url%3E&rft.eisbn=&rft_id=info:oai/&req.language=eng>
——, and Gregory C. R. Yates, Visible Learning and the Science of How We Learn (Routledge, 2014) <http://ucl.eblib.com/patron/FullRecord.aspx?p=1458571>
Haylock, Derek, and Ralph Manning, Mathematics Explained for Primary Teachers, 5th edition (SAGE Publications, 2014)
Higgs, S., ‘Chapter 5: Parlez-Vous Mathematics?’, in Enhancing Primary Mathematics Teaching (Open University Press, 2003), pp. 54–64 <http://www.dawsonera.com.libproxy.ucl.ac.uk/depp/reader/protected/external/AbstractView/S9780335228065>
Hook, Pam, and others, SOLO Taxonomy in Mathematics: Strategies for Thinking like a Mathematician (Essential Resources, 2014)
——, and Julie Mills, SOLO Taxonomy: A Guide for Schools: Book 1. A Common Language of Learning. (Essential Resources Ltd, 2012)
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Illeris, Knud, Contemporary Theories of Learning: Learning Theorists - in Their Own Words (Routledge, 2009) <https://ebookcentral.proquest.com/lib/UCL/detail.action?docID=425525>
Kyriacou, Chris, and J. Issitt, ‘Teacher-Pupil Dialogue in Mathematics Lessons’, Proceedings of the British Society for Research into Learning Mathematics, 27.3 (2007) <https://eprints.whiterose.ac.uk/63988/>
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Leslie, Dawn, and Heather Mendick, Debates in Mathematics Education (Routledge, 2013), Debates in subject teaching series <https://www-taylorfrancis-com.libproxy.ucl.ac.uk/books/edit/10.4324/9780429021015/debates-mathematics-education-gwen-ineson-hilary-povey>
Lorenz, Jenz Holger, ‘On Some Psychological Aspects of Mathematics Achievement Assessment and Classroom Interaction’, Educational Studies in Mathematics, 13.1 (1982), pp. 1–19, doi:10.1007/BF00305495
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McMillan, Kathleen, and Jonathan D. B. Weyers, How to Cite, Reference & Avoid Plagiarism at University (Pearson Education, 2013), Smarter study skills
——, and Jonathan D. B. Weyers, How to Write for University (Pearson, 2014)
Miller, Linda, and Linda Pound, Theories and Approaches to Learning in the Early Years (SAGE, 2011), Critical issues in the early years series
Monaghan, Frank, ‘“Don’t Think in Your Head, Think Aloud”: ICT and Exploratory Talk in the Primary Mathematics Classroom’, Research in Mathematics Education, 7.1 (2005), pp. 83–100, doi:10.1080/14794800008520147
Moore, Alex, Teaching and Learning: Pedagogy, Curriculum and Culture, Second edition (Routledge, 2012) <http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-10-12T15%3A44%3A32IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=Teaching%20and%20learning%20pedagogy,%20curriculum%20and%20culture&rft.aulast=Moore&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=Moore,%20Alex,%201947-&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=9780415663656&rft.isbn=9780203134061&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=http://www.tandfebooks.com.libproxy.ucl.ac.uk/isbn/9780203134061&rft_dat=%3CUCL_LMS_DS%3E002692964%3C/UCL_LMS_DS%3E%3Curl%3E%3C/url%3E&rft.eisbn=&rft_id=info:oai/&req.language=eng>
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Pitt, Andrea, ‘Mathematical Thinking?’, Mathematics Teaching (Derby), 181 (n.d.), pp. 3–5 <http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-06-12T00%3A20%3A30IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=journal&rft.atitle=&rft.jtitle=Mathematics%20teaching&rft.btitle=&rft.aulast=&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=0025-5785&rft.eissn=&rft.isbn=&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=http://sfx.ucl.ac.uk/sfx_local?url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/sfxit.com:opac_856&url_ctx_fmt=info:ofi/fmt:kev:mtx:ctx&sfx.ignore_date_threshold=1&rft.object_id=110975955581100&svc_val_fmt=info:ofi/fmt:kev:mtx:sch_svc&&svc_val_fmt=info:ofi/fmt:kev:mtx:sch_svc&svc.fulltext=yes&rft_dat=%3CUCL_LMS_DS%3E002173228%3C/UCL_LMS_DS%3E%3Curl%3E%3C/url%3E&rft.eisbn=&rft_id=info:oai/&req.language=eng>
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Reynolds, D., and D. Muijs, ‘Numeracy Matters: Contemporary Policy Issues in the Teaching of Mathematics’, in Issues in Teaching Numeracy in Primary Schools, 2nd ed (Open University Press, 2010), pp. 17–26 <http://www.dawsonera.com.libproxy.ucl.ac.uk/depp/reader/protected/external/AbstractView/S9780335241545>
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