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Mathematics -- Study and Teaching

BOOKS (to access the details of the book, open Centro Escolar University Library Manila Campus to a new tab first before selecting a title.)

JOURNALS (All print journals are available at Periodicals Unit, 2nd flr. CDL Bldg.)

  • A Latent Profile Analysis of Math Achievement, Numerosity, and Math Anxiety in Twins. (2016). Journal of Educational Psychology,108(2), 181-193.
  • Bailey, D. H., Hansen, N., & Jordan, N. C. (2017). The codevelopment of children’s fraction arithmetic skill and fraction magnitude understandingJournal of Educational Psychology,109(4), 509-519.
  • Begolli, K. N., & Richland, L. E. (2016). Teaching mathematics by comparison: Analog visibility as a double-edged sword. Journal of Educational Psychology,108(2), 194-213.
  • Blömeke, S., Jenßen, L., Grassmann, M., Dunekacke, S., & Wedekind, H. (2017). Process mediates structure: The relation between preschool teacher education and preschool teachers’ knowledge. Journal of Educational Psychology,109(3), 338-354.
  • Bouck, E. C., & Weng, P. (2014). Reading Math: A Comparison of Reading and Listening to Algebraic Problems. Journal of Special Education Technology,29(4), 1-13.
  • Ching, B. H., & Nunes, T. (2017). The importance of additive reasoning in children’s mathematical achievement: A longitudinal study. Journal of Educational Psychology,109(4), 477-508.
  • Contreras, J. N. (2015). Discovering, Applying, and Extending Cevas Theorem. The Mathematics Teacher,108(8), 632.
  • Edwards, T. G., & Chelst, K. R. (2014). Linear Programming with More Than Two Decision Variables. The Mathematics Teacher,108(1), 64.
  • Fernández-Alonso, R., Suárez-Álvarez, J., & Muñiz, J. (2015). Adolescents’ homework performance in mathematics and science: Personal factors and teaching practices. Journal of Educational Psychology,107(4), 1075-1085.
  • Gethner, R. (2014). Definite Integration and the “Need to Know” Principle. The Mathematics Teacher,108(4), 313.
  • Gillotte, C. P. (2014). Finding Sums of Positive Consecutive Integers for Any Given Total. The Mathematics Teacher,107(8), 632.
  • Hernandez, M. L., & Ahbel, N. (2013). Using FluidMath to Explore Recursive and Explicit Functions. The Mathematics Teacher,106(6), 468.
  • Jitendra, A. K., Harwell, M. R., Dupuis, D. N., Karl, S. R., Lein, A. E., Simonson, G., & SLater, S. R. (2015). Effects of a Research-Based Intervention to Improve Seventh-Grade Students’ Proportional Problem Solving: A Cluster Randomized Trial. Journal of Educational Psychology,107(4), 1019-1034.
  • Laski, E. V., & Dulaney, A. (2015). When prior knowledge interferes, inhibitory control matters for learning: The case of numerical magnitude representations. Journal of Educational Psychology,107(4), 1035-1050.
  • Lee, K., & Bull, R. (2016). Developmental changes in working memory, updating, and math achievement. Journal of Educational Psychology,108(6), 869-882.
  • Linsenmeier, K. A., Sherin, M., Walkoe, J., & Mulligan, M. (2014). Lenses for Examining Students Mathematical Thinking. The Mathematics Teacher,108(2), 142.
  • Liu, R., Ding, Y., Xu, L., & Wang, J. (2016). Involvement of working memory in mental multiplication in Chinese elementary students. The Journal of Educational Research,110(4), 380-390.
  • Lockwood, E., & Weber, E. (2015). Ways of Thinking and Mathematical Practices. The Mathematics Teacher,108(6), 461.
  • Martin, C. S., Polly, D., & Kissel, B. (2016). Exploring the impact of written reflections on learning in the elementary mathematics classroom. The Journal of Educational Research,110(5), 538-553.
  • Matsuura, R., & Sword, S. (2015). Illuminating Coordinate Geometry with Algebraic Symmetry. The Mathematics Teacher,108(6), 470.
  • Mcmullen, J., Hannula-Sormunen, M. M., Laakkonen, E., & Lehtinen, E. (2016). Spontaneous focusing on quantitative relations as a predictor of the development of rational number conceptual knowledge. Journal of Educational Psychology,108(6), 857-868.
  • Merritt, E. G., Palacios, N., Banse, H., Rimm-Kaufman, S. E., & Leis, M. (2016). Teaching practices in Grade 5 mathematics classrooms with high-achieving English learner students. The Journal of Educational Research,110(1), 17-31.
  • Munakata, M., & Cheteyan, L. A. (2013). Transformational Geometry at Guilin Garden, Shanghai. The Mathematics Teacher,106(7), 496.
  • Munter, C., & Correnti, R. (2017). Examining Relations between Mathematics Teachers’ Instructional Vision and Knowledge and Change in Practice. American Journal of Education,123(2), 171-202.
  • Namkung, J. M., & Fuchs, L. S. (2016). Cognitive predictors of calculations and number line estimation with whole numbers and fractions among at-risk students. Journal of Educational Psychology,108(2), 214-228.
  • Nathan, M. J., Wolfgram, M., Srisurichan, R., Walkington, C., & Alibali, M. W. (2017). Threading mathematics through symbols, sketches, software, silicon, and wood: Teachers produce and maintain cohesion to support STEM integration. The Journal of Educational Research,110(3), 272-293.
  • Quinn, A. (2015). Using Apps to Visualize Graph Theory. The Mathematics Teacher,108(8), 626.
  • Rau, M. A., Aleven, V., & Rummel, N. (2016). Supporting Students in Making Sense of Connections and in Becoming Perceptually Fluent in Making Connections Among Multiple Graphical Representations. Journal of Educational Psychology,109(3), 355-373.
  • Rimm-Kaufman, S. E., Baroody, A. E., Larsen, R. A., Curby, T. W., & Abry, T. (2015). To what extent do teacher–student interaction quality and student gender contribute to fifth graders’ engagement in mathematics learning? Journal of Educational Psychology,107(1), 170-185.
  • Stockero, S. L., Peterson, B. E., Leatham, K. R., & Zoest, L. R. (2014). The “MOST” Productive Student Mathematical Thinking. The Mathematics Teacher,108(4), 308.
  • Valle, M. S., Waxman, H. C., Diaz, Z., & Padrón, Y. N. (2013). Classroom Instruction and the Mathematics Achievement of Non-English Learners and English Learners. The Journal of Educational Research,106(3), 173-182.
  • Walkington, C., Clinton, V., Ritter, S. N., & Nathan, M. J. (2015). How readability and topic incidence relate to performance on mathematics story problems in computer-based curricula. Journal of Educational Psychology,107(4), 1051-1074.
  • Webel, C. (2013). Classroom Collaboration: Moving beyond Helping. The Mathematics Teacher,106(6), 464.
  • Wong, T. T., & Ho, C. S. (2017). Component processes in arithmetic word-problem solving and their correlates. Journal of Educational Psychology,109(4), 520-531.
  • Xu, J., Du, J., & Fan, X. (2016). Self-regulation of mathematics homework behavior: An empirical investigation. The Journal of Educational Research,110(5), 467-477.

    eBook Articles from CREDO Reference
  • Mathematical teaching. (2012). In C. C. Gaither, & A. E. Cavazos-Gaither (Eds.), Gaither's dictionary of scientific quotations: a collection of approximately 27,000 quotations pertaining to archaeology, architecture, astronomy, biology, botany, chemistry, cosmology, Darwinism, engineering, geology, mathematics, medicine, nature, nursing, paleontology, philosophy, physics, probability, science, statistics, technology, theory, universe, and zoology (2nd ed.). Dordrecht, The Netherlands: Springer Science+Business Media. Retrieved from



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