This is one of many useful online Harvard references that I used in the Level 5 Maths ADTLLS, Meeting a learner’s needs / case study assignment (Part of Module 1: Approaches to Mathematics learning and teaching).
Coben, D., Brown, M., Rhodes, V., Swain, J., Ananiadou, K., Brown, P., Ashton, J., Holder, D., Lowe, S., Magee, C., Nieduszynska, S. and Storey, V. (2007), Effective Teaching and Learning: Numeracy. London: National Research and Development Centre for Adult Literacy and Numeracy. Viewed 01 December 2009, http://www.nrdc.org.uk/publications_details.asp?ID=86#
(Now at: http://www.nrdc.org.uk/?p=177)
Here’s how I used the reference in my essay:
I believe that X requires and responds best to a combined connectionist / constructivist approach described so well by Coben (2007, p45): the connectionist makes links between different areas of mathematics, including ‘moving between symbolic, visual and verbal representations’ whereas the constructivist (or scaffolding) teacher encourages and achieves progression through questioning and multiple activities. Coben (2007, p19) also found that once learners begin to achieve and understand mathematics they gain greater confidence and enjoyment of the subject.
This analysis demonstrates the importance of investigating and responding to a learner’s needs. Boosting a learner’s confidence is, without doubt, a key element to her or his achievement.