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• Aguirre, J. et al. (2013) ‘Making connections in practice: how prospective elementary teachers connect to children’s mathematical thinking and community funds of knowledge in mathematics instruction’, Journal of Teacher Education, 64(2): 178–192. First published on December 5, 2012. 

• Beilock, S.L. and Maloney, E.A. (2015) ‘Math anxiety: a factor in Math achievement not to be ignored’, Policy Insight from the Behaviour and Brain Sciences, 2(1): 4–12. October 2015. 

• Dimitriadis, C. (2012) ‘How are schools in England addressing the needs of mathematically gifted children in primary classrooms? A review of practice’, Gifted Child Quarterly, 56(2): 59–76. April 2012. 

• Finlayson, M. (2014) ‘Addressing math anxiety in the classroom’, Improving Schools, 17(1): 99–115. March 2014. 

• Krinzinger, H., Kaufmann, L. and Willmes, K. (2009) ‘Math anxiety and math ability in early primary school years’, Journal of Psychoeducational Assessment, 27(3): 206–225. June 2009.

• Loewenberg Ball, D. (2000) ‘Bridging practices: intertwining content and pedagogy in teaching and learning to teach’, Journal of Teacher Education, 51(3): 241–247. May 2000.

• Ramirez, G. et al. (2018) ‘Teacher Math anxiety relates to adolescent student’s Math achievement’, AERA Open. Article first published online March 13, 2018. Issue published February 1, 2018.

• Shamir, A., Tzuriel, D. and Rozen, M. (2006) ‘Peer mediation: the effects of program intervention, Maths level, and verbal ability on mediation style and improvement in Maths problem solving’, School Psychology International, 27(2): 209–231. May 2006.

• Silver, E. et al. (2009) ‘Teaching mathematics for understanding: an analysis of lessons submitted by teachers seeking NBPTS certification’, American Educational Research Journal, 46(2): 501–531. June 2009

• Wang, Z. et al. (2015) ‘Is math anxiety always bad for Math learning? The role of Math motivation’, Psychological Science, 26(12): 1863–1876. First published October 30, 2015.

• Williams, G. and Wilson, S. (1991) ‘An exploration of the subject matter knowledge of alternate route teachers: can we Assume they know their subject?’, Journal of Teacher Education, 42(2): 93–103. March 1991

• Wood, T., Cobb, P. and Yackel, E. (1991) ‘Change in teaching mathematics: a case study’, American Educational Research Journal, 28(3): 587–616. September 21, 1991.