Matthews_BookAnnotations
docx
School
University of West Alabama *
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Course
572
Subject
Mathematics
Date
Feb 20, 2024
Type
docx
Pages
10
Uploaded by kmatthews89
Kadra Matthews
Book Annotations
IL 572 Dr. Matt Johnson
November 19, 2023
Topic of Article
Bibliography Information
Summary of Article
Improving Math Achievement Have, M., Nielsen, J. H., Ernst, M. T., Gejl, A. K., Fredens, K., Grøntved, A., & Kristensen, P. L. (2018). Classroom-based physical activity improves children’s math achievement – A randomized controlled trial. PLOS ONE
, 13
(12). https://doi.org/10.1371/journal.pone.0208787
This article suggests that incorporating physical and active math activities in classroom-based tests leads to a greater improvement in
math skills among seven-
year-old students compared to traditional math teaching methods over the course of one school year. These task-
specific activities offer an additional physical stimulus, aiding in connecting visual and auditory stimuli to abstract math concepts and providing extra memory cues. Engaging in physically active tasks during relevant math activities might have prevented an overload of working memory, potentially freeing up cognitive resources for a deeper comprehension of the subject. The findings indicate enhanced math skills, potentially due to the
nature of the active math teaching approach, the variances in teaching methods, and increased motivation observed among
the children.
Theory:
Incorporating physical activity within school environments has the potential to enhance academic performance.
Project Application: In a vertical team meeting, my aim is to assist teachers in
devising activities that integrate physical movement within math lessons.
Student Engagement
Hyman, H., O’Toole, I., & Will, R. (2022). “slacking” for Success: A post-covid-19 approach for increasing student engagement beyond the physical classroom, using collaboration tools with
Team-based and Project-Based Learning. Ubiquitous Learning: An International Journal
, 15
(1), 51–68. https://doi.org/10.18848/1835-9795/cgp/v15i01/51-68
This article discusses how collaboration tools can foster student engagement. Teamwork notably increased communication frequency and ease among students in groups and between students and teachers. The challenge addressed is maintaining student engagement beyond
the physical classroom by encouraging collaboration at home and beyond scheduled class sessions. Students expressed their ability to seek feedback and
help from peers when facing obstacles, eliminating the need to wait
for the next classroom meeting. Collaboration tools serve as an excellent method to elevate student engagement, enabling improved connections within teams. Compared to conventional methods, these tools are found to be more effective in this context.
Theory: Collaboration tools bolster in-person teaching by boosting communication channels and facilitating seamless sharing of materials and updates between teachers and students.
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Project Application: I will work alongside fellow teachers to create a communication method focused on sharing best teaching practices, aiming to enhance student achievement.
Math Intervention Strategies
Mayer, R. E., & Alexander, P. A. (2017). Learning Mathematics. In
Handbook of Research on learning and instruction
. essay, Routledge, Taylor & Francis Group. Retrieved November 14,
2023, from https://doi.org/10.4324/9780203839089
.
This article presents seven diverse strategies for math intervention. Among these, two strategies are notably effective when administered prior to the lesson, focusing on student strengths and employing schema-based instructions. Meanwhile, during teaching, the most beneficial methods involve engaging students in math discussions, applying mindset strategies, verbalizing thought processes, utilizing multiple
representations, and incorporating math games and activities.
Theory: By employing top-
tier intervention solutions, you can assist students in achieving an average growth equivalent to two years' progress.
Project Application: I will work with teachers monthly
to analyze student data and identify the most effective strategies to employ.
Teaching Strategies
Mitchell, D., & Sutherland, D. (2020). What really works in special
and Inclusive Education: Using evidence-based teaching This book emphasizes teaching strategies
strategies
. Routledge. specifically tailored for special education and inclusive classrooms. The author presents 24 evidence-based strategies aimed at enhancing educators' effectiveness. Each strategy is comprehensively detailed, covering its theoretical underpinnings, practical implementation guidelines, and a discussion of its strengths and weaknesses supported by evidence. Furthermore, the book serves as a guide for teachers, offering insights into ensuring sufficient quality learning time for students to grasp the information provided to them.
Theory: Implementing diverse teaching strategies can significantly enhance students' math achievement and knowledge.
Project Application: I will introduce the strategies to teachers and engage in discussions to determine which of these strategies we
aim to implement across the
entire school and in our respective individual classrooms.
Motivation for Students
Morano, S., Markelz, A. M., Randolph, K. M., Myers, A. M., & Church, N. (2021). Motivation matters: Three strategies to support motivation and engagement in Mathematics. Intervention in School and Clinic
, 57
(1), 15–22. https://doi.org/10.1177/1053451221994803
Motivation and engagement
are vital in the realm of mathematics, especially for students with disabilities who may have faced previous struggles leading
to frustration. This article outlines three research-
backed strategies beneficial
for both general and special
education teachers in enhancing motivation and engagement among elementary students with or
at risk of emotional and behavioral disorders in math class. The strategies include reinforcing engagement and motivation
through behavior-specific praise and the Talkative Konomi system, teaching self-monitoring and self-
regulation techniques to improve focus and academic performance, and implementing high-
preference strategies to initiate momentum and aid in completing less preferred
tasks.
Best Practices: T
he impact of teacher praise on engagement and the reduction of disruptive behavior is emphasized in the article.
Project Application: I aim
to collaborate with fellow teachers to discuss and implement effective strategies aimed at managing behavior and fostering increased student engagement within the classroom.
Motivation for Students in Math
Pongsakdi, N., Laakkonen, E., Laine, T., Veermans, K., Hannula-
Sormunen, M. M., & Lehtinen, E. (2017). The role of beliefs and motivational variables in enhancing word problem-
solving. Scandinavian Journal of Educational Research
, 63
(2), 179–197. This article discusses the Word Problem Enrichment program (WPE), aimed at fostering innovative, student-centered word
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https://doi.org/10.1080/00313831.2017.1336475
problems to enhance students' mathematical modeling and problem-
solving abilities. The program encompasses six key components: comprehension, modeling, mathematical analysis, interpretation, assessment, and expression. Teachers were guided in crafting inventive word problems, encouraging students to visualize and strategize their problem-solving approaches. Research indicates that teachers' classroom practices significantly shape students'
beliefs. Therefore, improving students' mathematical performance involves not only changing their beliefs but also altering their teachers' perceptions. By creating real-world problems, teachers became more confident in their capacity to teach word problems effectively to their students.
Best Practices:
Word problems hold a significant place in an elementary school's math curriculum, serving as a valuable tool for teaching mathematical concepts, modeling, and problem-
solving skills. This approach aims to equip students with the ability to apply mathematical principles to real-life scenarios.
Project Application:
I'll
offer training sessions to enhance teachers' confidence, thereby nurturing the students' confidence as a result.
Teaching Mathematics
Spooner, F., Root, J. R., Saunders, A. F., & Browder, D. M. (2018).
An updated evidence-based practice review on teaching mathematics to students with moderate and severe developmental disabilities. Remedial and Special Education
, 40
(3), 150–165. https://doi.org/10.1177/0741932517751055
In a comprehensive review spanning 2005 to 2016, this
article examined research concerning teaching mathematics to students with severe developmental disabilities. Previous studies predominantly emphasized discrete skills, highlighting the necessity to cultivate higher-order thinking abilities to address the conceptual aspects of mathematics content. This review revealed that teaching students to solve problems rooted in themes related to their daily life experiences significantly contributes to their understanding of when and why to apply mathematical strategies. This approach goes beyond mere numerical computations out
of context, providing a contextual framework for applying mathematical skills.
Theory: Engaging students
in real-world problems enables them to apply the information learned to practical life situations. This approach fosters better
retention and comprehension of information as it becomes integrated into helpful life skills.
Project Application: I will work together with teachers
to create methods for integrating real-world activities into math lessons.
Teaching Strategies
Staff, W. A. T. (2023, August 14). 21 essential strategies in teaching math
. https://www.weareteachers.com/strategies-in-
teaching-mathematics/
This article explores 21 diverse strategies for teaching mathematics. It highlights that when students have the chance to select how they learn and showcase their comprehension of a concept, their engagement and motivation significantly
rise.
Theory: Collaboration cannot thrive in isolation. It
requires working with others, setting common goals, and reflecting collectively to achieve success.
Project Application: Encouraging collaboration during Professional Learning Communities (PLCs) is essential for enhancing math instruction.
Growth Mindset
Wang, M., Zepeda, C. D., Qin, X., Del Toro, J., & Binning, K. R. (2021). More than growth mindset: Individual and interactive
links among socioeconomically disadvantaged adolescents’ ability mindsets, metacognitive skills, and math engagement. Child Development
, 92
(5). https://doi.org/10.1111/cdev.13560
This article highlights that engaged math learners are motivated and driven by metacognition. Teachers play a crucial role in aiding students to enhance their metacognitive skills, like planning, monitoring, and evaluating, to regulate their math learning. This support
not only benefits students but also assists teachers in
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understanding math concepts. Additionally, fostering a growth mindset is essential, as without it, students might resist trying new approaches or handling
math challenges and setbacks.
Theory: Active engagement in math learning significantly influences the educational and career paths of young individuals.
Project Application: I will introduce various teaching strategies aimed at cultivating a growth mindset in math and enhancing students' metacognitive skills for better learning.