Annotated
Bibliography
- Daniel J. Brahier- “Patterns at Your
Fingertips” This article discussed lesson plans on how to do activities in class
that are patterns which are similar to brail. I found it very interesting that
the system of brail is being taught in elementary schools but is very
beneficial in teaching students the concept of codes by showing that people use
number patterns to read.
- http://www.thoughtfullearning.com/blogpost/get-smart-become-talented
-Carol Dweck “Fixed Mindset” This article discussed how a fixed mindset is
responsible for learning and discipline problems in school. I discovered that
as a teacher, I need to teach students to know that they can do math by
encouraging and modeling and they will be open-minded.
- http://101studiostreet.com/wordpress/?p=673
–Shawn Cornally “Standards Based Grading” This article discussed how standards
based grading often is seen as not being effective, when it really allows
students to actually think and use information learned. Reassessment is
important in school because students need the opportunity to improve what they
do not understand. There are real second chances in life which give us the
ability to learn.
- Kristine Woleck “Tricky Triangles” This
article discusses the idea of broadening children’s ideas of shapes and better
methods for teaching triangles. I found it true that some kids learn
differently than others and different teaching opportunities can help with
everyone’s unique learning styles of the many kinds of triangles.
- https://docs.google.com/a/mail.gvsu.edu/file/d/0B8frwhy1pyQNG54UWpNU0gzU28/edit
Jane Schielack “Designing Questions to Encourage Children’s Mathematical
Thinking” This article discussed effective ways for teachers to ask
mathematical questions with experience and abstract ideas. I found modeling to
be an important question to encourage math because it causes children to focus
on visual representations that are important in math.
- https://docs.google.com/a/mail.gvsu.edu/file/d/0B8frwh-y1pyQU01vY0RhNFBqQnc/edit
Michael Edwards “Paint Bucket Polygons” This article talked about how using a
software editing idea can help students understand polygons. I found it
interesting that by clicking the paint button students can see which shapes are
polygons by the colors. I think this will allow students to physically interact
with shapes.
- https://docs.google.com/a/mail.gvsu.edu/file/d/0B8frwhy1pyQZ0ZEQlNQbVBFRnc/edit
Ron Ritchhart “Generative Topics” This article discussed how teachers are given
the same standards but how they teach with emphasis and content is reflected in
students’ performance. Generative topics in teaching would be very influential
because it involves central mathematical ideas. We need to teach students to be
able to measure and compare to talk with one another and build observation
skills.
- https://docs.google.com/a/mail.gvsu.edu/file/d/0B8frwhy1pyQM2dGbC1LQVBseE0/edit
Elana Joram “As People Get Older, They Get Taller” This article discussed how
we need to teach children the idea of age- height relations and that at a
certain age, growth levels off. I think that it was so important that it
discussed how practical considerations of accurate measurement should be
discussed before lessons on height in the classroom.
- http://christopherdanielson.wordpress.com/2012/01/12/i-was-wrong-oreos-cont/
“Oreo Adventures” The article described how double stuffed Oreos have double
the volume of stuff but it is not always the same kind of stuff. This activity
of Oreo measurement shows how math can be used to specialize in real life
measurement but in a fun way that students want to learn and use math in
application.
- https://docs.google.com/a/mail.gvsu.edu/file/d/0B8frwhy1pyQQ29TTzZPTE0wRVE/edit
Margaret Smith “Mathematical Tasks” This article discussed the importance of
using different forms of math to engage students and create learning. I found
it interesting that there are four categories of cognitive demand. It is
important to challenge kids above their levels so they are able to realize
their strengths and weaknesses in math and learn to improve them.
- https://docs.google.com/a/mail.gvsu.edu/file/d/0B8frwhy1pyQYWk3OGdYaWU4aEE/ed
Michael Battista “Finding the Number of Cubes in Rectangular Cube Buildings”
The article discussed the different ways that students understand and determine
the number of blocks in a building. I found it interesting to see the different
ways students figure it out such as counting the square around the outside of
seeing the cube as layers with the same amount. With specific instructional
task, students will understand the concept.
- Jo Boaler “What’s Math Got To Do With It?”
Chapter 1: This chapter discussed how math is often taught as a subject that is
difficult and it is because of this that people don’t always put a full effort
in. I think that this is true in many cases because we have grown up in a
society where we are just tested on math and we don’t think about practical
applications that we use every day and patterns that make up our world.
- Jo Boaler “What’s Math Got To Do With It?”
Chapter 2: This chapter discussed the
many things that go on in math classrooms that are very ineffective ways of
learning such as memorizing steps and not exploring and discussing individual opinions.
I think that as future teachers we should improve the teaching of math to
reform so children will be interested in what they are learning and be able to
use hands on exploration and learning.
- Jo
Boaler “What’s Math Got To Do With It?” Chapter 3: This chapter discussed how
communication is so important in learning math. Not only does it allow students
to work with others, it gives them the opportunity to notice their strengths and
weaknesses. I think that as a teacher, using this style of teaching, by giving
many examples and ways of explaining one topic will allow students to understand
math in more effective ways through teacher and student communication.
- Jo Boaler “What’s Math Got To Do With It?”
Chapter 4: This chapter discussed the effects of standardized tests and how students
are simply assessed on knowledge that doesn’t involve problem solving skills
and logic. It only creates anxiety and doesn’t necessarily teach students anything
except that their intelligence is determined by tests. I think that students
need assessment that can let them actually understand material and work with
others so they will retain what they are learning.
- Jo Boaler “What’s Math Got To Do With It?”
Chapter 5 discussed the grouping of students into advanced or lower level
groups based on their academic performances and how that can really slow
learning. Sometimes it is important to give students who are struggling extra
help, but if they aren’t given the opportunity to do higher levels of math then
they will never try and know if they are capable which in turn lowers their self-confidence.
- Jo Boaler “What’s Math Got To Do With It?”
Chapter 6 discussed the differences in girls and boys treatment in math and how
there is just a set of rules that students are given to solve problems without
an explanation. Girls in many instances want to know the reason behind a math
problem, but our math system doesn’t usually tell why and students are left
wondering what the purpose of learning math is. As teachers, we need to give
students those explanations.
- Jo Boaler “What’s Math Got To Do With It?”
Chapter 7 discussed how different kids need different to be taught with
different methods because they learn so many different ways. Struggling students
need encouragement to know that they do have the ablity to learn. I think that
it is true that students need that support to know that they can learn and if a
teacher is willing to work with individual students to find methods that work
for learning, they will learn.
- Jo
Boaler “What’s Math Got To Do With It?” Chapter 8 discussed how math should be stimulating
and not strenuous like math classroom are. There will still be work and learning
but there needs to be times when math is fun so children will want to learn.
Providing children with math games and puzzles outside of the class will help
them develop an interest in math and parents can be the start to this.
- Jo Boaler “What’s Math Got To Do With It?”
Chapter 9 discussed how teachers can make math fun and exciting and have the ability
to ask the school to bring that in their curriculum. Math needs to be a
positive learning experience or else it will become that stereotype and as
teachers, we can create and research different ways to bring fun into our
classrooms and change the views of math.