Articles and Book Annotations Dr. Davis
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Feb 20, 2024
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Article and Book Annotations 1 Signature Project Part II: Article and Book Annotations Mitchell Jones University of West Alabama
Article and Book Annotations 2 Topic of
Article
Bibliography Information
Summary of Article
Student
Engagement Barroso, C., Ganley, C. M., McGraw, A. L., Geer, E. A., Hart, S. A., & Daucourt, M. C. (2021). A meta-analysis of the relation between math
anxiety and math achievement. Psychological Bulletin, 147(2), 134–168. The goal of this meta-analysis was to provide an update of the math anxiety-math achievement relation and its facilitators. Analyzing 747 effect sizes accumulated from research conducted between 1992 and 2018, the researchers found a small-to-moderate, negative, and statistically significant correlation between math anxiety and math achievement. The relation was significant for all subgroups. The results are consistent with previous findings of a significant relation between math anxiety and math achievement. This association starts in childhood, remains significant through adulthood, is smaller for students in grades 3 through 5 and postsecondary school. This work supports future research efforts
to determine effective math achievement and math anxiety interventions, which may be most helpful to implement during childhood. Student Engagement Teacher Instructional
Practices Content Material Szumski, G., & Karwowski, M. (2019). Exploring the
Pygmalion effect: The role
of teacher expectations,
academic
self-concept,
and class context in students’ math achievement. Contemporary educational psychology, 59, 101787. Teacher expectancy effect (TEE) also known as the Pygmalion effect is a controversial trend within educational psychology. In this paper, the authors examine TEE in a longitudinal study on a large sample of Polish middle-school students and their teachers. Consistent with TEE, teachers’
higher expectations were positively related to students’ math achievement three semesters later, even after controlling for initial achievement. Students’ academic self-concept in math partially mediated the observed effect: teachers’ higher expectations translated into higher students’ academic self-concept, which consequently predicted their higher math achievement. Importantly, TEE was observed not only on the level of individual students, but also on class level. Higher expectations of the entire class improved individual achievements of students in these classes. Teachers’ higher expectations in relation to the potential of classes were observed in classes with higher average socioeconomic status and those without or with only very few students with disabilities. We discuss these findings considering the mechanisms of TEE.
Article and Book Annotations 3 Teacher Instructional
Practices Mathematics Interventions: What Strategies Work for Struggling
Students? (n.d.). Education Northwest.
https://educationnorthwest.org/resources/mathematicsinterventions-
whatstrategies-work-strugglingstudents According to the National Assessment of Educational Progress,
two-thirds of eighth-
grade students performed at or below a basic level of
proficiency in mathematics. Over 90 percent of eighth-
grade students with disabilities performed at or below basic levels of proficiency in mathematics. These statistics show the importance of engaging in solid teaching practice to support students who
are struggling in math and students with learning disabilities. Based on the review of the research in this
area, effective math teaching practice often incorporates strategies that include: •
Systematic and explicit instruction •
Visual representation
of functions and relationships, such as manipulatives,
pictures and graphs •
Peer-assisted
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Article and Book Annotations 4 instruction •
Ongoing, formative assessment The authors gathered research-based resources that provide
insight to teachers on what works when teaching math to struggling learners and students with learning disabilities. Student Engagement
Teacher Instructional
Practices Content Material Lemov, D. (2020). Teaching in the online classroom: surviving and thriving in the new normal. http://digitallib.pps.unj.ac.id/index.php?
p=show_detail&id=93030 This book teaches you how to create a positive and productive classroom that encourages student engagement, trust, respect, accountability, and excellence. In this book, you will find new and updated teaching techniques, the latest evidence from cognitive science and culturally
responsive teaching practices, and an expanded companion video collection. Learn how to build students' background knowledge, move learning into long-
term memory, and connect your teaching
with the curriculum content for tangible improvement in learning outcomes. The new version of the book includes: (1)
An introductory
Article and Book Annotations 5 chapter on mental models for teachers to
use to guide their decision-making in the classroom; (2) A brand new chapter on
Lesson Preparation; (3) 10 new techniques; (4) Updated and revised versions of all the technique readers know and use; (5) A brand new set of exemplar videos, including more than a
dozen longer "keystone" videos which show how teachers combine and
balance technique over a stretch of 8 to 10 minutes of teaching; (6) Extensive discussion of research in social and cognitive science to support and guide the use of techniques;
and (7) Additional online resources, and supports.
Student Engagement
Teacher Instructional
Practices Content
Material
Davies, R. (2023, January 1). 10+ Must-See Websites to Support Math Intervention. Differentiated Teaching. Retrieved January 30, 2023, from https://www.differentiatedte aching.com/math-websitesfor-
intervention/. The author spent some time scouring the internet in search of the best websites with resources to build math skills and support interventions. In this article you will find amazing websites for
math intervention all contain helpful resources to support students in building
Article and Book Annotations 6 essential skills for success in the core areas of math
. Content
Material Kubas, L. A., & Hale, J. B. (2019, June 20). LDs in Mathematics: EvidenceBased Interventions, Strategies, and Resources. LD@School. Retrieved January 30, 2023, from https://www.ldatschool.ca/e vidence-basedinterventions-for-math/. This article debunks some of the myths about mathematics achievement and mathematics learning disabilities. The authors explore the fundamental skills needed for math achievement. These skills are researched based. Also included in this article is a look at how the brain perceives math and how using certain brain exercises cand help to retain mathematical information. Teacher Instructional
Practice Odu, T. (2021, January 11). Using Evidence-Based Math Strategies to Specially Design Instruction. T-TAC ODU. https://ttac.odu.edu/curricul um-and-instruction/usingevidence-based-mathstrategies-
to-speciallydesign-instruction/ When teaching students who have difficulties in mathematics, it is important to incorporate instructional practices that have been shown, through evidence, to improve outcomes. Three evidence-based strategies for mathematics instruction are: a)
visual representations
b)
metacognitive strategies c) schema instruction. Teacher Instructional
Ozmantar, M.F., Agac, G. Mathematics teacher
educators’ knowledge sources in teacher education
This study aims to document and examine
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Article and Book Annotations 7 Practice practices. Math Ed Res J 35, 175–201 (2023).
https://doi.org/10.1007/s13394-021-00382-x
mathematics teacher educators’ (MTEs) knowledge sources in teacher education practices. The study adopts a mixed-
method, embedded research design. Data were collected via a questionnaire with elicitations about MTEs’ descriptive features as well as with open-ended items. Target population was all MTEs working in mathematics education
departments across Turkish universities. The questionnaire was emailed to all MTEs, and 281 out of 522 returned with their answers. MTEs’ written statements were examined via inductive thematic analysis. A post hoc quantitative analysis was also conducted to explore the relationships between knowledge sources and four variables: gender, self-
identification, teaching
experience and academic ranking. The
analysis allowed the determination of a variety of knowledge sources in teacher education practices and established certain
relationships. The
Article and Book Annotations 8 findings are discussed with regard to MTEs’ professional development, conceptions of knowing and learning and the contribution of
different sources to the
teacher education practices. Student Engagement Yarborough, C. B., & Fedesco, H. N. (2020). Motivating students. Vanderbilt
University Center for Teaching.
Retrieved January 31, 2023, from https://cft.vanderbilt.edu//cft
/guides-subpages/
motivatingstudents/./. Fostering student motivation is a difficult but necessary aspect of teaching that instructors must consider. In this guide the authors examine; What factors influence students’ motivation? How can instructors promote students’ engagement and motivation to learn. This guide looks at three frameworks: the expectancy-value-cost model of motivation, the
ARCS model of instructional design, and self-
determination theory. These three models highlight some major factors that impact student motivation. The aim of this guide is to explore some of the literature on motivation and offer practical solutions for understanding and enhancing student motivation. Student
Engagement Thanheiser, E., & Melhuish, K.
(2023). Teaching routines and student-centered mathematics instruction: The essential role of conferring to understand student thinking and reasoning.
The Journal of Mathematical Behavior, 70, 101032
We compare two lessons with respect to how a teacher centers student mathematical thinking to move instruction forward through enactment of five mathematically productive teaching routines: Conferring To Understand Student Thinking and Reasoning, Structuring Mathematical Student Talk, Working With Selected and Sequenced Student Math Ideas, Working with Public Records of Students’ Mathematical Thinking, and Orchestrating Mathematical Discussion. Findings show that the lessons differ in the enactment of teaching routines, especially Conferring to Understand Student Thinking and Reasoning which resulted
in a difference in student-centeredness of the instruction. This difference highlights whose mathematics was being centralized in the classroom and whether the focus was on correct
answers and procedures or on students’
Article and Book Annotations 9 mathematical thinking and justifying.
Student
Engagement Cevikbas, M., Kaiser, G. Can
flipped classroom pedagogy
offer promising perspectives
for mathematics education on
pandemic-related issues? A
systematic literature review.
ZDM Mathematics Education
55, 177–191 (2023).
https://doi.org/10.1007/s11858-
022-01388-w
to be high achievers. To help you raise the level
of engagement the author has put together a series of best practices that aim to captivate students and improve retention levels. Also included is a series of resources that you can download and use.
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