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(НЕ)страшная математика: как ее понять и прокачать свой мозгПримечания. Глава 2. Учимся учиться
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Примечания. Глава 2. Учимся учиться
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44. “John H. Flavell,” Wikipedia, проверено 19 февраля 2023 года, https://en.wikipedia.org/wiki/John_H._Flavell.

45. S. Moritz and P. H. Lysaker, “Metacognition – What Did James H. Flavell Really Say and the Implications for the Conceptualization and Design of Metacognitive Interventions,” Schizophrenia Research 201 (2018): 20–26.

46. J. Boaler and P. Zoido, “Why Math Education in the US Doesn’t Add Up,” Scientific American Mind 27, no. 6 (2016): 18–19.

47. OECD Learning Compass for Mathematics, “The Future of Education and Skills: The Future We Want,” https://www.oecd.org/ education/2030/OECD-Learning-Compass-for-Mathematics-2023-13-Oct.pdf.

48. “Hattie Ranking: 252 Influences and Effect Sizes Related to Student Achievement,” Visible Learning, n.d., https://visible-learning. org/hattie-ranking-influ ences-effect-sizes-learning-achievement/.

49. S. M. Fleming, “The Power of Reflection,” Scientific American Mind 25, no. 5 (2014): 30–37.

50. E. Mitsea, A. Drigas, and P. Mantas, “SoЇ Skills and Metacognition as Inclusion Amplifiers in the 21st Century,” International Journal of Online and Biomedical Engineering (iJOE) 17, no. 4 (2021): 121–32, https://doi.org/10.3991/ijoe.v17i04.20567.

51. A. Grant, “The Impact of Life Coaching on Goal Attainment, Metacognition and Mental Health,” Social Behavior and Personality: An International Journal 31 (2003): 253–63, https://doi. org/10.2224/sbp.2003.31.3.253.

52. D. Wilson and M. Conyers, Teaching Students to Drive Their Brains: Metacognitive Strategies, Activities and Lesson Ideas (Alexandria, VA: ASCD, 2016).

53. P. Black and D. Wiliam, “Assessment for Learning,” in Assessing Educational Achievement, ed. D. Nutall, 7–18 (London: Falmer, 1986).

54. C. A. Hecht, M. C. Murphy, C. S. Dweck, C. J. Bryan, K. H. Trzesniewski, F. N. Medrano… and D. S. Yeager, “ShiЇing the Mindset Culture to Address Global Educational Disparities,” npj Science of Learning 8, no. 29 (2023), https://doi.org/10.1038/s41539-023-00181-y.

55. A. Vrugt and F. J. Oort, “Metacognition, Achievement Goals, Study Strategies and Academic Achievement: Pathways to Achievement,” Metacognition and Learning 3 (2008): 123–46, https://doi. org/10.1007/s11409-008-9022-4; G. Özsoy, “An Investigation of the Relationship Between Metacognition and Mathematics Achievement,” Asia Pacific Education Review 12 (2011): 227–35, https://doi.org/10.1007/s12564-010-9129-6; M. V. Veenman, R. D. Hesselink, S. Sleeuwaegen, S. I. Liem, and M. G. Van Haaren, “Assessing Developmental Differences in Metacognitive Skills with Computer Logfiles: Gender by Age Interactions,” Psihologijske teme 23, no. 1 (2014): 99–113; Wilson and Conyers, Teaching Students to Drive Their Brains.

56. Wilson and Conyers, Teaching Students to Drive Their Brains.

57. J. Boaler, “Promoting ‘Relational Equity’ and High Mathematics Achievement Through an Innovative Mixed-Ability Approach,” British Educational Research Journal 34, no. 2 (2008): 167–94; Boaler and Staples, “Creating Mathematical Futures.”

58. Boaler, “Promoting ‘Relational Equity.’”

59. Boaler and Staples, “Creating Mathematical Futures.”

60. Boaler, “Promoting ‘Relational Equity.’”

61. S. F. Reardon, E. Weathers, E. Fahle, H. Jang, and D. Kalogrides, Is Separate Still Unequal? New Evidence on School Segregation and Racial Academic Achievement Gaps (Stanford, CA: Stanford CEPA, 2019); S. F. Reardon, E. Fahle, H. Jang, and E. Weathers, “Why School Desegregation Still Matters (a Lot),” Educational Leadership 80, no. 4 (2023): 38–44.

62. P. Cobb, T. Wood, E. Yackel, and B. McNeal, “Characteristics of Classroom Mathematics Traditions: An Interactional Analysis,” American Educational Research Journal 29, no. 3 (1992): 573–604.

63. Wilson and Conyers, Teaching Students to Drive Their Brains; “Hattie Ranking: 252 Influences,” Visible Learning.

64. M. Amalric and S. Dehaene, “Origins of the Brain Networks for Advanced Mathematics in Expert Mathematicians,” Proceedings of the National Academy of Sciences 113, no. 18 (2016): 4909–17.

65. J. Boaler, “Paying the Price for ‘Sugar and Spice’: ShiЇing the Analytical Lens in Equity Research,” Mathematical Thinking and Learning 4, nos. 2–3 (2002): 127–44.

66. E. Gray and D. O. Tall, “Duality, Ambiguity, and Flexibility: A ‘Proceptual’ View of Simple Arithmetic,” Journal for Research in Mathematics Education 25, no. 2 (1994): 116–40.

67. Boaler, Limitless Mind.

68. Vrugt and Oort, “Metacognition, Achievement Goals”; Özsoy, “Investigation of the Relationship”; Veenman et al., “Assessing Developmental Differences”; Wilson and Conyers, Teaching Students to Drive Their Brains.

69. J. Boaler, Mathematical Mindsets: Unleashing Students’ Potential Through Creative Math, Inspiring Messages and Innovative Teaching (Hoboken, NJ: Wiley, 2015).

70. Boaler, Mathematical Mindsets, 47.

71. T. LaMar, M. Leshin, and J. Boaler, “The Derailing Impact of Content Standards – An Equity Focused District Held Back by Narrow Mathematics,” International Journal of Educational Research Open 1 (2020): 100015; Boaler, “Promoting ‘Relational Equity’”; Boaler and Staples, “Creating Mathematical Futures.”

72. Boaler et al., “Transformative Impact,” 512.

73. Boaler, “Promoting ‘Relational Equity’”; Boaler and Staples, “Creating Mathematical Futures.”

74. E. G. Cohen, R. A. Lotan, B. A. Scarloss, and A. R. Arellano, “Complex Instruction: Equity in Cooperative Learning Classrooms,” Theory into Practice 38, no. 2 (1999): 80–86.

75. Cohen et al., “Complex Instruction.”

76. E. G. Cohen and R. A. Lotan, Designing Groupwork: Strategies for the Heterogeneous Classroom, 3rd ed. (New York: Teachers College Press, 2014).

77. Boaler et al., From Performance to Learning.

78. Boaler, Mathematical Mindsets, 141–70.

79. “An Example of a Growth Mindset K–8 School,” youcubed.org, n.d., https://www.youcubed.org/resources/an-example-of-a-growth-mindset-k-8-school/.

80. Boaler, Limitless Mind.

81. Моя видеокнига «Безграничный разум» доступна по адресу: https://litvideobooks.com/limitless-mind.

82. Boaler et al., From Performance to Learning.

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