Thinking Strategies for mastering math is based on scientific research that supports:

• teaching basic skills through thinking strategies,
   
• developing mathematical language so students can accurately express mathematical
  concepts, and
   
• a method of instruction that emphasizes understanding basic mathematical concepts.

        Our workshops provide professional development to educators in the language of mathematics and the use of thinking strategies to teach the basic number operations of addition, subtraction, multiplication, division, informal geometry, number sense and measurement.

         Dr. David Harpster, Ed. D., has reviewed our instructional material and verified that Thinking Strategies is aligned with scientific research that meets the requirements of the U.S. Department of Education.  Dr. Harpster is a Math Educator at the University of Wisconsin-Stevens Point.  E-mail dharpste@uwsp.edu

        Following is a partial reference list of research we have used as the foundation for Thinking  Strategies for Mastering math workshops.

Baroody, Arthur J. Mastery of basic number combinations:  Internalization of relationships or facts?  Journal for Research in Mathematics Education, 1985, 16, 83-98.

Barnard, J. J. Poor Concept Formation in Mathematics:  A Diagnostic Perspective.  Human Sciences Research Council, Pretoria (South Africa), 1989.  (Educational Resources Information Center, ED 310 926)

Cook, Cathy J., & Dossey, John A.  Basic fact thinking strategies for multiplication - revisited.  Journal for Research in Mathematics Education, 1982, 1, 163-171.

Copland, R. W. 1970: How children learn mathematics (teaching implications of Piaget's research), London:  MacMillan.

Eves, H & Newsom, C. V. 1965:  An introduction to the foundation and fundamental concepts of mathematics.  New York:  Holt, Rinehart & Winston.

Hiebert, James, & Stigler, James W.  A proposal for improving classroom teaching:  lessons from the TIMSS  video study.  The Elementary School Journal, 2000, 101, pp. 3-20.