Readings for the 2004 Comprehensive Doctoral Exam

Centra. J. A. (2003). Will teachers receive higher student evaluations by giving higher grades and less course work? *Research in Higher Education*, 44(5), 495-518.

Confrey, J. (1990). What constructivism implies for teaching. In R. Davis, D.

Maher, & N. Noddings (Eds.), Constructivist views on the teaching and

learning of mathematics. *Journal for Research in Mathematics Education
Monograph No. 4* (pp. 107-122). Reston, VA: NCTM.

Dubinsky, E. (2000). Using a theory of learning in college mathematics courses [Electronic version]. *Teaching and Learning Undergraduate Mathematics, 12.*

Hannula, Markku S. (2002). Attitude towards mathematics: Emotions, expectations and values. *Educational Studies in Mathematics, 49*, 25-46.

Meel, David E. (2003). Models and theories of mathematical understanding: Comparing Pirie and Kieren's model of the growth of mathematical understanding and APOS theory. In A. Selden, E. Dubinsky, G. Harel, and F. Hitt (Eds.) *Research in Collegiate Mathematics Education*, CBMS Issues in Mathematics Education Series, Volume 12 (pp. 132 Ð181). [A copy of this article is in Hauk's box, please photocopy as needed].

Schiefele, U., & Csikszentmihalyi, M. (1995). Motivation and ability as factors in mathematics experience and achievement. *Journal for Research in Mathematics Education*, 26:2, 163-181.

Steffe, L. P., & Kieren, T. (1994). Radical constructivism and mathematics education. *Journal for Research in Mathematics Education*, 25(6), 711-733.