International Electronic Journal of Mathematics Education

Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

• Archer, A., & Hughes, C. (2011). Explicit instruction: Effective and efficient teaching. New York: Guilford.
• Ashman, A., & Elkins, J. (2009). Educating students with diverse disabilities. French Forest (NSW): Prentice Hall.
• Ausubel, D. P. (1978). Educational psychology: A cognitive view. New York: Holt, Rinehart and Winston Inc.
• Baxter, J. A., Woodward, J., & Olson, D. (2001). Effects of reform-based mathematics instruction on low achievers in five third-grade classrooms. The Elementary School Journal, 101(5), 529-547.‏ https://doi.org/10.1086/499686
• Bellert, A. (2015). Effective re-teaching. Australian Journal of Learning Difficulties, 20(2), 163-183.‏ https://doi.org/10.1080/19404158.2015.1089917
• Bellert, A., & Graham, L. (2017). Educational approaches for students experiencing learning difficulties. In J. C. Horvath, J. M. Lodge, & J. Hattie (Eds.), From the laboratory to the classroom: Translating science of learning for teachers (pp. 229-250). Abingdon, UK: Routledge.
• Beswick, K. (2008). Influencing teachers’ beliefs about teaching mathematics for numeracy to students with mathematics learning difficulties. Mathematics Teacher Education and Development, 9, 3-20.
• Brophy, J. (1996). Teaching problem students. New York: Guilford.
• Bryant, D. P., Bryant, B. R., Gersten, R., Scammacca, N., & Chavez, M. M. (2008). Mathematics intervention for first-and second-grade students with mathematics difficulties: The effects of tier 2 intervention delivered as booster lessons. Remedial and Special Education, 29(1), 20-32. https://doi.org/10.1177/0741932507309712
• Cai, J. (2005). U.S. and Chinese teachers’ constructing, knowing, and representations to teach mathematics. Mathematical Thinking and Learning, 7(2), 135-169. https://doi.org/10.1207/s15327833mtl0702_3
• Cai, J., & Wang, T. (2006). US and Chinese teachers’ conceptions and constructions of representations: A case of teaching ratio concept. International Journal of Science and Mathematics Education, 4(1), 145-186. https://doi.org/10.1007/s10763-005-9006-7
• Cavey, L. O., & Berenson, S. B. (2005). Learning to teach high school mathematics: Patterns of growth in understanding right triangle trigonometry during lesson plan study. The Journal of Mathematical Behavior, 24(2), 171-190. https://doi.org/10.1016/j.jmathb.2005.03.001
• Davis, G. A., & Rimm, S. B. (2018). Gifted education: Matching instruction with needs. In Education of the gifted and talented (pp. 1-24).‏ United States: Pearson.
• Gervasoni, A., & Lindenskov, L. (2011). Students with “special rights” for mathematics education. In B. Atweh, M. Graven, & P. Valero (Eds.), Mapping equity and quality in mathematics education (pp. 307-324). New York: Springer. https://doi.org/10.1007/978-90-481-9803-0_22
• Good, T. L., & Brophy, J. E. (1990). Educational psychology: A realistic approach. Longman/Addison Wesley.
• Guberman, R. (2016). Development of Arithmetical Thinking: Evaluation of Subject Matter Knowledge of Pre-Service Teachers in Order to Design the Appropriate Course. International Journal of Science and Mathematics Education, 14(4), 739-755. https://doi.org/10.1007/s10763-014-9600-7
• Guberman, R., & Leikin, R. (2013). Interesting and difficult mathematical problems: changing teachers’ views by employing multiple-solution tasks. Journal of Mathematics Teacher Education, 16(1), 33-56. https://doi.org/10.1007/s10857-012-9210-7
• Guskey, T. R. (2010). Lessons of mastery learning. Educational Leadership, 68(2), 52-57.
• Hammond, J., & Gibbons, P. (2005). What is scaffolding. Teachers’ Voices, 8, 8-16.‏
• Hill, H. C., Charalambous, C. Y., & Chin, M. J. (2018). Teacher Characteristics and student learning in mathematics: A comprehensive assessment. Educational Policy. https://doi.org/10.1177/0895904818755468
• Hornstra, L., Denessen, E., Bakker, J., van den Bergh, L., & Voeten, M. (2010). Teacher attitudes toward dyslexia: Effects on teacher expectations and the academic achievement of students with dyslexia. Journal of Learning Disabilities, 43(6), 515-529. https://doi.org/10.1177/0022219409355479
• Isoda, M., Stephens, M., Ohara, Y., & Miyakawa, T. (2007). Japanese lesson study in mathematics: Its impact, diversity and potential for educational improvement. Singapore: World Scientific Publishing, https://doi.org/10.1142/6339
• Kameenui, E. J., & Carnine, D. W. (1998). Effective teaching strategies that accommodate diverse learners. Englewood Cliffs, NJ: Prentice-Hall.
• Karsenty, R. (2010). Nonprofessional mathematics tutoring for low-achieving students in secondary schools: A case study. Educational Studies in Mathematics, 74(1), 1-21. https://doi.org/10.1007/s10649-009-9223-z
• Karsenty, R., & Arcavi, A. (2003). Learning and thinking characteristics of low achievers in mathematics. Report submitted to the Israel Ministry of Education. Science Teaching Department, Weizmann Institute of Science (in Hebrew).
• Karsenty, R., Arcavi, A., & Hadas, N. (2007). Exploring informal mathematical products of low achievers at the secondary school level. Journal of Mathematical Behavior, 26(2), 156-177. https://doi.org/10.1016/j.jmathb.2007.05.003
• Keijzer, R., & Terwel, J. (2004). A low-achiever’s learning process in mathematics: Shirley’s fraction learning. Journal of Classroom Interaction, 39(2), 10-23.‏
• Lalley, J. P., & Miller, R. H. (2006). Effects of pre-teaching and re-teaching on math achievement and academic self-concept of students with low achievement in math. Education, 126(4), 747-756.‏
• Le, V. Y., Stecher, B. M., Lockwood, J. R., Hamilton, L. S., Robyn, A., Williams, V. L., ... Klein, S. P. (2006). Improving mathematics and science education: A longitudinal investigation of the relationship between reform-oriented instruction and student achievement. Santa Monica, CA: Rand Corporation. https://doi.org/10.7249/MG480
• Li, Y., Chen, X., & Kulm, G. (2009). Mathematics teachers’ practices and thinking in lesson plan development: A case of teaching fraction division. ZDM, 41(6), 717-731.‏ https://doi.org/10.1007/s11858-009-0174-8
• Maloney, E. A., & Beilock, S. L. (2012). Math anxiety: Who has it, why it develops, and how to guard against it. Trends in Cognitive Sciences, 16(8), 404-406.‏ https://doi.org/10.1016/j.tics.2012.06.008
• Marzano, R. J. (2010). Reviving re-teaching. Educational Leadership, 68(2), 82-83.
• Montague, M. (2011). Effective instruction in mathematics for students with learning difficulties. In C. Wyatt-Smith, J. Elkins & S. Gunn (Eds.), Multiple perspectives on difficulties in learning literacy and numeracy (pp. 295-313). Netherlands: Springer. https://doi.org/10.1007/978-1-4020-8864-3_14
• Morgan, P. L., Farkas, G., & Maczuga, S. (2015). Which instructional practices most help first-grade students with and without mathematics difficulties? Educational Evaluation and Policy Analysis, 37(2), 184-205. https://doi.org/10.3102/0162373714536608
• Moser Opitz, E., Freesemann, O., Prediger, S., Grob, U., Matull, I., & Hußmann, S. (2017). Remediation for students with mathematics difficulties: An intervention study in middle schools. Journal of Learning Disabilities, 50(6), 724-736.‏ https://doi.org/10.1177/0022219416668323
• Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332. https://doi.org/10.3102/00346543062003307
• Peltenburg, M., van den Heuvel-Panhuizen, M., & Robitzsch, A. (2012). Special education students’ use of indirect addition in solving subtraction problems up to 100—A proof of the didactical potential of an ignored procedure. Educational Studies in Mathematics, 79(3), 351-369. https://doi.org/10.1007/s10649-011-9351-0
• Peterson, E. R., Rubie-Davies, C., Osborne, D., & Sibley, C. (2016). Teachers’ explicit expectations and implicit prejudiced attitudes to educational achievement: Relations with student achievement and the ethnic achievement gap. Learning and Instruction, 42, 123-140. https://doi.org/10.1016/j.learninstruc.2016.01.010
• Phillipson, S.N. (2008). The optimal achievement model and underachievement in Hong Kong: An application of the Rasch model. Psychology Science Quarterly, 50(2), 147-172.
• Schenke, K., Nguyen, T., Watts, T. W., Sarama, J., & Clements, D. H. (2017). Differential effects of the classroom on African American and non-African American’s mathematics achievement. Journal of educational psychology, 109(6), 794-811. https://doi.org/10.1037/edu0000165
• Scherer, P., Beswick, K., DeBlois, L., Healy, L., & Opitz, E. M. (2016). Assistance of students with mathematical learning difficulties: How can research support practice? ZDM, 48(5), 633-649. https://doi.org/10.1007/s11858-016-0800-1
• Shing, Y. L., & Brod, G. (2016). Effects of prior knowledge on memory: Implications for education. Mind, Brain, and Education, 10(3), 153-161.‏ https://doi.org/10.1111/mbe.12110
• Stein, M. K., Grover, B. W., & Henningsen, M. (1996). Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms. American Educational Research Journal, 33(2), 455-488. https://doi.org/10.3102/00028312033002455
• Stein, M., Silbert, J., & Carnine, D. W. (2004). Designing effective mathematics instruction (4th ed.). Upper Saddle River, NJ: Prentice Hall.
• Straehler-Pohl, H., Fernández, S., Gellert, U., & Figueiras, L. (2014). School mathematics registers in a context of low academic expectations. Educational Studies in Mathematics, 85(2), 175-199.‏ https://doi.org/10.1007/s10649-013-9503-5
• Sullivan, Z. T. (1991). Theory for the untheoretical: Rereading and re-teaching Austen, Bronte, and Conrad. College English, 53(5), 571-579. https://doi.org/10.2307/377469
• Valk, T. & Broekman, H. G. B. (1999). The lesson preparation method: A way of investigating pre-service teachers’ pedagogical content knowledge. European Journal of Teacher Education, 22(1), 11-22. https://doi.org/10.1080/0261976990220102
• Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2013). Elementary and middle school mathematics: Teaching developmentally. United States: Pearson.
• Van Kesteren, M. T., Rijpkema, M., Ruiter, D. J., Morris, R. G., & Fernández, G. (2014). Building on prior knowledge: Schema-dependent encoding processes relate to academic performance. Journal of Cognitive Neuroscience, 26(10(, 2250-2261. https://doi.org/10.1162/jocn_a_00630
• Verschaffel, L., & De Corte, E. (1995). Teaching realistic mathematical modeling in the elementary school. A teaching experiment with fifth graders. In L. Meira, & D. Carraher (Eds.), Proceedings of the 19th PME Conference (pp. 105-112). Recife, Brazil: Universidade Federal de Pernambuco, Graduate Program in Cognitive Psychology.
• Wyatt-Smith, C., Elkins, J., & Gunn, S. (Eds.), (2011). Multiple perspectives on difficulties in learning literacy and numeracy. Heidelberg, Germany: Springer. https://doi.org/10.1007/978-1-4020-8864-3
• Zohar, A., Degani, A., & Vaaknin, E. (2001). Teachers’ beliefs about low-achieving students and higher order thinking. Teaching and Teacher Education, 17(4), 469-485. https://doi.org/10.1016/S0742-051X(01)00007-5

APA

Guberman, R., & Tsybulsky, D. (2021). Lesson Plans as a Mirror: A Close Look at Planning of Work with Underachieving Students. International Electronic Journal of Mathematics Education, 16(1), em0621. https://doi.org/10.29333/iejme/9375

Vancouver

Guberman R, Tsybulsky D. Lesson Plans as a Mirror: A Close Look at Planning of Work with Underachieving Students. INT ELECT J MATH ED. 2021;16(1):em0621. https://doi.org/10.29333/iejme/9375

AMA

Guberman R, Tsybulsky D. Lesson Plans as a Mirror: A Close Look at Planning of Work with Underachieving Students. INT ELECT J MATH ED. 2021;16(1), em0621. https://doi.org/10.29333/iejme/9375

Chicago

Guberman, Raisa, and Dina Tsybulsky. "Lesson Plans as a Mirror: A Close Look at Planning of Work with Underachieving Students". International Electronic Journal of Mathematics Education 2021 16 no. 1 (2021): em0621. https://doi.org/10.29333/iejme/9375

Harvard

Guberman, R., and Tsybulsky, D. (2021). Lesson Plans as a Mirror: A Close Look at Planning of Work with Underachieving Students. International Electronic Journal of Mathematics Education, 16(1), em0621. https://doi.org/10.29333/iejme/9375

MLA

Guberman, Raisa et al. "Lesson Plans as a Mirror: A Close Look at Planning of Work with Underachieving Students". International Electronic Journal of Mathematics Education, vol. 16, no. 1, 2021, em0621. https://doi.org/10.29333/iejme/9375