Bibliography

To supplement all of the activities provided thus far, the UNO Elementary Math methods class has composed  an annotated bibliography, filled with selected readings covering each of the topics we have addressed. Please feel free to look over the sources and use them in your math lessons!

Equity

 

 

Reed, R. J., & Oppong, N. (2005). Looking Critically at Teachers' Attention to Equity in Their Classrooms. The Mathematics Educator, 1, 2-15.

    Annotation: This article discusses how two National Board Certified Teachers, Annette and Tammie, define equity and how they practice it in their classrooms. The article also gives pre-service teachers insight on how begin to shape their own ideas on equity and set a framework for it in their future classrooms.

-Shelbi Carter

Curriculum

 

 

Mokros, J. (November, 1994). Math Textbooks: Where’s the Math? Education Digest, 61-63.

           Annotation: Topics covered in math textbooks are not clearly teaching based on NCTM standards and, specifically, topics where students need more instruction.  Instead, publishers are continuing to print books based on how they have been formatted in the past and what has sold best.

-Emilie Morgan

Hook, W., Bishop, W., & Hook, J. (2007). A Quality Math Curriculum in Support of Effective Teaching For Elementary Schools. Educational Studies In Mathematics, 65(2), 125-148.

    Annotation: California schools are using math curriculum from Asia and Europe. This curriculum is considered quality since it is the same as the leading 6 TIMSS math countries. The students in this study transitioned from far-below average to above average learning.

-Kait Barnes

Legnard, D.S. & Austin, S.L. (2012). The Menu for Every Young Mathematics Appetite. Teaching Children Mathematics. 19(4), 228-235.

    Annotation: Kids don’t get enough time to put math into real-life practice. With this curriculum set-up, children will get a chance to practice problem solving on their own. This article gives teachers a method that will satisfy the children’s needs for guided learning as well as the chance for independent practice. The “Math Workshop Menu” gives kids a chance for a group lesson, guided small group instruction, independent practice, and problem solving with peers.

-Karis Waller

Learning: Numbers and Operations

Dadsetan, P., Vahidi, L., & Shaghaghi, F. (2011). Addition operation strategies in first grade students: An empirical study.Journal of Iranian Psychologists, 7(26), 111-122. Retrieved April 23, 2013, from the PsycINFO database.

    Annotation: Tests were administered to first grade boys to assess mean response time and frequency of correct responses. The experimental group received 15 sessions of forty-five minute instruction on retrieval and backup strategies for addition operations. The results of  the tests demonstrated that the use of backup strategy significantly increased the frequency of accurate responses in the experimental group.

~ Amanda Hohneke

Learning: Algebra

Darrell, E., & Aadina, B. (2008). Instructional strategies for teaching algebra in elementary school. Teaching Children Mathematics, 14(9), 518-522. Retrieved from URL or DOI provided by the publisher. Links to information on the publisher’s website which may include full text.https://my.nctm.org/eresources/article_summary.asp?URI=TCM2008-05-518a&from=B

Annotation: Incorporating algebra into the elementary grades has become a focus for teachers, principals, and administrators across the country. The Dinner Tables problem described in this article is a lesson commonly used in elementary grades for its algebraic potential. Instructional strategies for supporting algebra instruction use an example from a third-grade class working on the Dinner Tables problem. The goal was to engage students in recognizing, extending, and predicting the use of mathematical patterns. Three instructional strategies are employed in this task: (1) using unexecuted number expressions; (2) using large numbers; and (3) using representational context.

-Ashlee Christians

 

 

Learning: Geometry

Skoumpourdi, C., & Mpakopoulou, I. (2011). The Prints: A Picture Book for Pre-Formal Geometry. Early Childhood Education Journal, 39(3), 1-10. Retrieved April 21, 2013, from the Academic Search Premier database.

    Annotation:  This article discusses how teachers need to be aware of how they are teaching shapes to young children.  Researchers believe that geometry education needs to begin at a young age so that children grow up identifying shapes correctly.  One specific problem that is addressed is children’s ability to identify shapes that are not a 2D plane.  In order to teach this skill, teachers can read books to interest students and have play materials that are 3-dimensional shapes for the children to manipulate in the classroom.

-Kelli Houdesheldt

 

 

Learning: Measurement

Dipple, S. (2009). Teaching measurement. Retrieved from http://www.primary-education-oasis.com/teaching-measurement.html

    Annotation: Each day requires students to use measurement, a skill which seems to be increasingly difficult for students. In order to get our students to be able to measure accurately, we need to teach them through hands on activity. There are a number of different activities teachers can use when working on measurements in the classroom.

-Kim Brennan

Research and Development Institute. (2006). Teaching mathematical concepts - measurement. Retrieved from http://s22318.tsbvi.edu/mathproject/ch1-sec5.asp

    Annotation: With a growing emphasis on full integration in the classroom, it is imperative that teachers are ready to instruct students of all different abilities. This article addresses methods for teaching blind students in measurement. One major factor in teaching measurement to blind students are the tools available.

Learning: Data Analysis and Probability

Dowd, Diane. (2013) A Circle Model for Multiplying Probabilities. Mathematics: Teaching in the Middle School. 18.8: 464-466.

           Annotation: This article discusses how to help students build a better understanding of probability. It explains the circle model and gives examples on how to use this model in the classroom. The article shows two specific problems that can be done using the circle model. This model can reinforce the understanding of the meaning of multiplying fractions less than 1.

- Stephanie Allen

Learning (Problem-Solving)

Chang, K. (April, 2008). Study Suggests Math Teachers Scrap Balls and Slices. New York Times.

           Annotation: This article is about teaching math concepts using real-life examples. A research study shows that using real-life examples, like a train or slice of pizza, in math can actually hinder a student’s performance. Many students are not able to apply the math concept used in a problem using a real-life example to another similar problem.

-Laura Simon

 

 

Learning: Communication

 

 

Tirupalavanam G. Ganesh and James A. Middleton, The Urban Review, Vol. 38, No. 2, June 2006 (Ó 2006)DOI: 10.1007/s11256-006-0025-7 Published Online: May 16, 2006

Annotation: We have so much diversity in our schools now, that it is hard to keep up on the different languages that are used in our classroom, let alone our school. This article discusses how we as educators need to bridge the gap when it comes to communication. We need to reach out to our students and stop forcing them into a certain communication, but rather use their form of communication to celebrate their past and a hope for their future. The use of technology in the classroom is growing more and more everyday as well, so as teachers becoming familiar with how to use the resources provided to reach your ESL students is a must.

-Joselyn Whitney

 

 

Assessment

Murfield, E. K. (2013). The use of teacher-created common assessments and student achievement in mathematics. Dissertation Abstracts International Section A: Humanities and Social Sciences, 73.

    Annotation: A study of the relationship between secondary mathematics teachers' use of teacher-created common assessments in the classroom and students' achievement on state accountability tests in mathematics.

- Bailey Riesselman

Wu, H. (2012). Assessment for the Common Core Mathematics Standards. Journal of Mathematics Education at Teachers College, 3(Spring-Summer 2012), 6-19.

        Annotation: This article talks about high-stakes assessments and how they are incapable of measuring the most accurate mathematics achievement. It also shares how we can make assessments more beneficial, making them have more of a positive influence in the classroom.

-Beth Andersen

Rosenstein, J.G. (Ed.).  (1997).  Learning Environment Standard 18.  Assessment.  In New Jersey Mathematics Curriculum Framework. (pp 592 – 617).   Retrieved from: http://www.state.nj.us/education/frameworks/math/math16.p

Annotation: This article states the importance of doing assessments not only after a unit, but during as well.  It is divided into sections; Alternative Assessment Strategies (different techniques/types of assessments and how they are beneficial to the teacher and students), The Student’s Role in Assessment (Examples of how the teacher may have the students complete self-assessments), and Educational Purposes of Assessment (Why teachers assess students.   

-Melanie Schuler

Technology

Lanahan, L. & Boysen, J. (2005). Computer technology in the public school classroom: Teacher perspectives. U.S. Department of Education Institute of Education Sciences, 1-3.

    Annotation: The article gives statistics on how teachers feel technology is or is not important in teaching and in the classroom. It also gives teachers’ views on how available certain technology is (i.e. computers) for learning and teaching. Tables and graphs are provided to compare findings.

-Danelle Hillyer

Garrett, R. K. (2012). How does teacher-directed, Internet-enhanced math instruction improve math scores?. Dissertation Abstracts International Section A, 73,

    Annotation: The article discusses the importance of teachers being trained in technology to enhance the learning of math for students. Studies were done to prove that a teacher trained in technology who used laptops and selected math-focused Internet sites to supplement classroom instruction impacted the understanding of math concepts more than the three teachers not trained in technology who did not use laptops or the Internet

Wentworth, N., & Monroe, E. E. (2011). Inquiry-Based Lessons That Integrate Technology: Their Development and Evaluation in Elementary Mathematics Teacher Education. Computers In The Schools, 28(4), 263-277.

    Annotation: In-service teachers and pre-service teachers created inquiry based lessons that incorporated technology. There were some guidelines that were to be followed consisting the use of technology that would be integral and have a focus on a mathematic concept. The tasks given to the students needed to have some difficulty so that the use of technology was needed to use in instruction. The lesson revealed that using math inquiry and technology combined demonstrated the students having a high level proficiency in the task. It also points out issues and concerns about the use of technology in elementary mathematics instruction.

- Emilce Guzman