The following literature informed the creation of this website:

 

Australian Curriculum Assessment and Reporting Authority (ACARA) 2015, F-10 curriculum, Mathematics: overview, content and structure, v7.3, Australian Curriculum Assessment and Reporting Authority, viewed 13 March 2015,

< http://www.australiancurriculum.edu.au/mathematics/content-structure> 

 

Booker, G Bond D, Sparrow L, Swan Pn 2010, Teaching Primary Mathematics, Fourth ed, Peason Australia. 

 

Harms, J & Lettow, L 2007, ‘Nurturing children's concepts of time and chronology through literature’, Childhood Education, vol. 83 no. 4, pp 211-218.

 

Hiebert, J & Carpenter, T 1992, ‘Learning and Teaching with understanding’, in D Grouws (ed.), Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics, New York, NY, England: Macmillan Publishing Co. Inc., pp. 65-97

 

Levin, I, Israeli, E & Darom, E 1978, ‘The development of time concepts in young children: The relations between duration and succession’. Child Development, pp 755-764.

 

Reusser, K 2000, ‘Success and failure in school mathematics: effects of instruction and school environment’, European Child & Adolescent Psychiatry 9, vol.2, Steinkopff Verlang, Switzerland.

 

Rittle-Johnson, B & Alibali, M 1999, ‘Conceptual and procedural knowledge of mathematics: Does one lead to the other?’, Journal of educational psychology, vol. 91, no. 1, pp 175-189.

 

Siegler, R & McGilly, K 1989, ‘Strategy choices in children's time-telling’, Advances in Psychology, vol. 59, pp 185-218.

 

Star, J 2013, ‘On the relationship between knowing and doing in procedural learning’, Fourth international conference of the learning sciences, pp. 80-86.

 

Skemp, R 1976, ‘Relational understanding and instrumental understanding’, Mathematics teaching, vol. 77, pp 20-26.

 

Friederwitzer, F & Berman, B 1999, ‘The language of time’, Teaching Children Mathematics, National Council for Teachers of Mathematics, vol. 6, no. 4, pp. 254 – 259.

 

Ginsburg, H, Lee, J & Boyd, J 2008, ‘Mathematics education for young children: What it is and how to promote it’, Social Policy Report, vol. 22, no. 1, pp. 3 -24.

 

Hiebert, J 2013, Conceptual and procedural knowledge: The case of mathematics, Routledge.

 

Jitendra, AK, Star, J, Rodriguez, M, Lindell, M & Someki, F 2011, ‘Improving students' proportional thinking using schema-based instruction’, Learning and Instruction, vol. 21, no. 6, pp. 731-745.

 

Kirschner, P, Sweller, J & Clark, R 2006, ‘Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching’, Educational Psychologist, vol. 41, no. 2, pp. 75-86.

 

Martin, A, Anderson, J, Bobis, J, Way, J, Vellar, R  2012, ‘Switching on and switching off in mathematics: An ecological study of future intent and disengagement among middle school students’, Journal of Educational Psychology, vol. 104 no. 1, pp. 1-18. 

 

Mathews, S 2010, Teaching time telling and examining the relative effects of rate-building and rate-controlled practice on the retention and generalization of the time cues, University of Waikato.

 

McMillen, S & Ortiz-Hernandez, B 2008, ‘Taking time to understand telling time’, Teaching children mathematics, vol.15, no.4, National Council of Teachers of Mathematics, pp. 248-258.