Smith, C.L., Solomon, G.E.A., and Carey, S. (2005). Never getting to zero: Elementary school students’ understanding of the infinite divisibility of number and matter. Cognitive Psychology, 51(2), 101-140.

Smith, C., Wiser, M., Anderson, C.A., and Krajick, J. (2006). Implications of research on children’s learning for standards and assessment: A proposed learning progression for matter and atomic molecular theory. Measurement: Interdisciplinary Research and Perspectives, 4.

Smith, C., Wiser, M., Anderson, C.A., Krajick, J., and Coppola, B. (2004). Implications of research on children’s learning for assessment: Matter and atomic molecular theory. Commissioned paper for the National Research Council Committee on Test Design for K-12 Science Achievement Workshop, May 6-7, Washington, DC. Available: http://www7.nationalacademies.org/bota/Big%20Idea%20Team_%20AMT.pdf [accessed November 2006].

Snir, J., Smith, C.L., and Raz, G. (2003). Linking phenomena with competing underlying models: A software tool for introducing students to the particulate model of matter. Science Education, 87, 794-830.

Stavy, E. (1991). Children’s ideas about matter. School Science and Curriculum, 91, 240-244.

Valverde, G.A., and Schmidt, W.H. (1997). Refocusing U.S. math and science education. Issues in Science and Technology, 14(2), 60-66.

Wilkening, F., and Huber, S. (2002). Children’s intuitive physics. In U. Goswami (Ed.), Blackwell handbook of childhood cognitive development (pp. 349-370). Malden, MA: Blackwell.

Yair, Y., and Yair, Y. (2004). Everything comes to an end: An intuitive rule in physics and mathematics. Science Education, 88(4), 594-609.



The National Academies | 500 Fifth St. N.W. | Washington, D.C. 20001
Copyright © National Academy of Sciences. All rights reserved.
Terms of Use and Privacy Statement