Math WebLinks
Jordan, Nancy C.; Hanich, Laurie B. (2003). Characteristics
of children with moderate mathematics
deficiencies: A longitudinal perspective. Learning Disabilities:
Research &
Practice, 18, 213-21. Retrieved March 8,
2005, from http://search.epnet.com/login.aspx?direct=true&db=eric&an=EJ677948. pdf
Abstract:
The reading and mathematics achievement and specific mathematics competencies
of 74 children were followed during second and third grades. Although children
with moderate mathematics deficiencies (MMD-only) and children
with moderate mathematics and reading difficulties started out at
the same level in mathematics, the MMD-only group surpassed the others
over time. (Contains
references.) (Author/CR)
Adams, Thomasenia Lott. (2003). Reading mathematics: More
than words can say. Reading Teacher, 56,
786-95. Retrieved March 8, 2005, from
http://search.epnet.com/login.aspx?direct=true&db=eric&an=EJ667707
. pdf
Abstract: Provides
impetus for teaching children to read mathematics including
reading words, numerals, and symbols to successfully uncover the messages of
and about mathematics. Provides a variety of examples related
to reading mathematics through words, numerals, and symbols and
also suggestions that transcend particular mathematics topics and
are applicable across grade levels. (SG)
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Thornborrow,
Joanna. (2003). The organization of
primary school children's on-task and off-task talk in small group
setting. Research
on Language and Social
Interaction, 36, 7-32. Retrieved March 8, 2005, from http://search.epnet.com/login.aspx?direct=true&db=eric&an=EJ664644. pdf
Abstract: Deals with the
organization of children's interaction in a school setting where the teacher is
absent. Basing the analysis on a 30-minute session where a small mixed-group of
pupils are working on a math problem, examines the ways in which the children
accomplish the task, the on-task talk through which they organize and work
through a particular activity, as well as attending to the phenomenon of
off-task talk. (Author/VWL)
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Thurber,
Robin Schul; Shinn,
Mark R.; Smolkowski,
Keith. (2002). What is
measured in mathematics tests? construct validity of curriculum-based mathematics measures. School
Psychology Review, 31, 498-513. Retrieved March 8, 2005, from http://search.epnet.com/login.aspx?direct=true&db=eric&an=EJ667623. pdf
Abstract:
Mathematics
curriculum-based measurement (M-CBM) is one tool that has been developed for
formative evaluation in mathematics. This study
examines what constructs M-CBM actually measures in the context of a range of
other mathematics measures. Results indicated that a
two-factor model of mathematics where
Computation and Applications were distinct although related constructs, M-CBM
was a measure of Computation. (Contains 41 references and 4 tables.) (GCP)
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Kazemi,
Elham; Stipek,
Deborah. (2001). Promoting
conceptual thinking in four upper-Elementary mathematics classrooms. Elementary
School Journal, 102, 59-80. Retrieved March 8, 2005, from http://search.epnet.com/login.aspx?direct=true&db=eric&an=EJ637787. pdf
Abstract:
Examines
ways in which classroom practices create a press for conceptual mathematical
thinking and how teachers can promote student participation in a classroom
community where conceptual understandings are valued and developed. Details four important sociomathematical
norms characterizing a high press for conceptual thinking. Concludes that a high press for conceptual
thinking allows the mathematics to drive
student engagement in activities. (Author/SD)
Keeler,
Marsha L.; Swanson,
H. Lee. (2001). Does strategy
knowledge influence working memory in children with mathematical disabilities?. Journal of
Learning Disabilities, 34, 418-34. Retrieved March 8, 2005, from http://search.epnet.com/login.aspx?direct=true&db=eric&an=EJ632657. pdf
Abstract: A study
investigated the relationship between working memory (WM), declarative strategy
knowledge, and math achievement in 111 children with and without mathematical
disabilities (MD). Results found verbal and visual-spatial WM, stable verbal
strategy choices, and expert strategy choices related to visual-spatial
processing all contributed independent variance to math achievement. (Contains references.) (Author/CR)
Desoete,
Annemie; Roeyers,
Herbert; Buysse,
Ann. (2001). Metacognition and mathematical problem solving in grade 3. Journal of
Learning Disabilities, 34, 435-49. Retrieved March 8, 2005, from http://search.epnet.com/login.aspx?direct=true&db=eric&an=EJ632658. pdf
Abstract:
This article presents an overview of two studies that examined the relationship
between metacognition and mathematical problem
solving in 165 third-graders. Principle components analysis on metacognition revealed that three metacognitive
components (global metacognition, off-line metacognition, and attribution to effort) explained 66-67
percent of the common variance. (Contains
references.) (Author/CR)
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Beasley,
T. Mark; Long,
Jeffrey D.; Natali,
Michele. (2001). A confirmatory
factor analysis of the mathematics anxiety scale for children. Measurement
and Evaluation in Counseling and Development, 34, 14-26. Retrieved March 8, 2005, from
http://search.epnet.com/login.aspx?direct=true&db=eric&an=EJ629143. pdf
Abstract: Confirmatory
factor analyses suggested that the Mathematics Anxiety Scale
for Children measures an internally consistent, unidimensional
construct. Construct validity (i.e., correlations with state anxiety, trait
anxiety, and quantitative ability) was demonstrated. Discusses the importance of accurately assessing mathematics anxiety at the elementary school level. (Contains 61 references and 3 tables.) (GCP)
Anghileri,
Julia. (2001). Development of
division strategies for year 5 pupils in ten english schools. British
Educational Research Journal, 27, 85-103. Retrieved March 8, 2005, from http://search.epnet.com/login.aspx?direct=true&db=eric&an=EJ661976. pdf
Abstract: Explains that
Year 5 students in ten British schools took a mathematics division test
twice in the school year. The test involved context and bare problems to
identify changes in approach as the standard algorithm was introduced. Reports that 52 percent of students gained a
higher score on the second test. (CMK)
Allinder,
Rose M.; Bolling,
Rachelle M.; Oats,
Robert G.; Gagnon,
Wendy A. (2000). Effects of teacher self-monitoring on implementation of curriculum-based
measurement and mathematics computation achievement of students with disabilities. Remedial and
Special Education, 21, 219-26. Retrieved March 8, 2005,
from http://search.epnet.com/login.aspx?direct=true&db=eric&an=EJ611316. pdf
Abstract: A study
examined the effects of combining curriculum-based measurement in mathematics computation
with teachers' self-monitoring of instructional changes on academic progress of
54 elementary students with learning disabilities and mild mental disabilities.
The combination of curriculum-based measurement and self-monitoring resulted in
significantly greater growth for students. (Contains references.) (Author/CR)
Ni,
Yujing. (2000). How valid is it to
use number lines to measure children's conceptual knowledge about rational
number?. Educational
Psychology: An International
Journal of
Experimental Educational Psychology, 20, 139-52. Retrieved March 8, 2005, from
http://search.epnet.com/login.aspx?direct=true&db=eric&an=EJ642091. pdf
Abstract: Investigates
validity of scores derived from the measurement procedure involving number
lines by assessing its unique contributions to performance differences in
criterion measures of rational number knowledge and skills, including fraction
computation, application, and explanation. States that 205 fifth-grade and 208 sixth-grade students participated
in the study. (CMK)
Milo,
Bauke F.; Seegers,
Gerard; Ruijssenaars,
Wied A. J. J. M. (2004). Affective consequences of mathematics instruction for students with special needs. European
Journal of Special Needs Education, 19,
49-68. Retrieved March 8, 2005, from http://search.epnet.com/login.aspx?direct=true&db=qeh&an=BEDI04110578. pdf
Abstract: A
study investigated the affective consequences of guiding instruction,
directing-split instruction (DI-split), and directing-jump instruction
(DI-jump) in mathematics for two types of students with special needs. Data were
obtained from 34 mildly mentally retarded (MMR) students and 36 students with
specific learning disabilities (SLD) enrolled in three schools for special elementary education in Leiden, The Netherlands. Findings showed that
students who received DI-jump instruction and guided instruction demonstrated
more constructivist beliefs about learning mathematics than those in the DI-split
condition. In addition, findings showed that MMR students were more
task-oriented and more ego-oriented than SLD students.
Morrone,
Anastasia Steffen; Harkness,
Shelly S.; D'Ambrosio,
Beatriz. (2004). Patterns
of instructional discourse that promote the perception of mastery goals in a
social constructivist mathematics course. Educational
Studies in Mathematics, 56,
19-38. Retrieved March 8, 2005, from http://search.epnet.com/login.aspx?direct=true&db=qeh&an=BEDI04117495. pdf
Abstract:
Elementary
education students enrolled in an experimental mathematics course
participated in this study. The course is taught using a social constructivist
approach and is designed to improve students' mathematical problem-solving
ability and deepen their understanding of mathematics. The research
question for the present study is as follows: In what ways does the
instructional discourse in a social constructivist college mathematics course
influence the perception of mastery goals in the classroom? To determine the
extent to which students perceived their classroom to be mastery goal focused,
we matched anonymous student comments from end-of-semester course evaluations
with items from the Patterns of Adaptive Learning Scales (PALS). Every class
session was videotaped and transcribed, with an emphasis on instructor
statements during whole group discussion. The transcripts were analyzed using
the Observing Patterns of Adaptive Learning (OPAL) instrument. The present
study suggests that social constructivist teacher practices promote mastery
goals through instructional discourse that supports students as they move
toward higher-order mathematical thinking. Specifically, the results suggest
that this was realized through the instructional discourse pattern of
scaffolding, pressing for understanding and higher-order-thinking. Reprinted by permission of the publisher.
Yan,
Wenfan; Lin,
Qiuyun. (2005). Parent involvement
and mathematics achievement: Contrast across racial and ethnic
groups. Journal of Educational Research,99,
116- 27.
Retrieved March 8,
2005, from http://search.epnet.com/login.aspx?direct=true&db=qeh&an=BEDI05130723. pdf
Abstract: The authors
examined the relationships of 3 dimensions of parent involvement (family
obligations, family norms, and parent information networks) to 12th.grade
students' mathematics achievement and ways in which these
relationships varied across 4 racial and ethnic groups (i.e., Caucasians,
African Americans, Hispanics, and Asians). Using 4-year longitudinal data from
the National Education Longitudinal Study:1988 (NELS:88), the
authors factor analyzed 39 parent involvement variables to create 9 composites,
whose relationship to 12th graders' mathematics scores were
assessed with ordinary least squares regression. Findings indicate that parent
involvement as a form of social capital was generally a salient indicator for
explaining the mathematics achievement of the Caucasian students.
Close parent-teenager relationship was 1 of the major ways in which minority
(except Hispanic) families positively influenced the senior mathematics outcome.
Regardless of racial or ethnic background, educational expectation had the
strongest positive effect on 12th graders' mathematics achievement. Reprinted by permission of the publisher.
Zhao,
Yong. (2005). Increasing math and science achievement: The best and worst of the east and
west. Phi
Delta Kappan, 87,
219-22. Retrieved March 8, 2005, from http://search.epnet.com/login.aspx?direct=true&db=qeh&an=BEDI05128903. pdf
Abstract: Part of a
special section on education in the global era. The East Asian
countries' high scores on international comparisons of math and science
attainment should not prompt the United States to rush to employ
their methods and ignore its own strengths. The East Asian systems may have
produced superb knowledge bearers, but it is generally accepted that these
systems may have stifled creativity. There has been little discussion of the
intellectual costs of some of the practices that East Asian education is based on,
many of which are the reasons for high academic performance. The United States
should seek to understand the problems of its own systems before performing an
in-depth, comprehensive, contextualized study of the practices used in other
nations, and ensure that both the effective and ineffective practices are
assessed before adopting any of them.
Coles,
Alf. (2005). A science of education--Are we ready yet?. Mathematics
Teaching, 193,
4-7.
Retrieved March 8,
2005, from http://search.epnet.com/login.aspx?direct=true&db=qeh&an=BEDI05132812. pdf
Abstract:
Talks about the methods and science of teaching. Includes: memory and retention, learning awareness, and how to go
about teaching in todays world and new ways to reach students and be sure that
they are truly learning.
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Lewis, Anne C.. (2005). Endless ping-pong over math education. Phi
Delta Kappan, 86,
420-1. Retrieved March 8, 2005, from
http://search.epnet.com/login.aspx?direct=true&db=qeh&an=BEDI05104711. pdf
Abstract: The quality of
math education in the United States has come under
renewed scrutiny following the publication of several new reports. A U.S.
Department of Education research review revealed that just 5 of
44 math programs for grades six to nine had sufficient research behind them and
that only two had comparative data demonstrating that students using the tested
programs outperformed other students. In addition, the first of
two international studies--the Programme for
International Student Assessment--found that American 15-year-olds performed at
a lower standard than the average of the participating nations on math literacy
and problem solving. Around a week later, the Trends in International Mathematics and Science
Study 2003 reported that the math performance of American fourth-graders was
ranked 12th in a list of 25 countries.
Chung,
Insook. (2004). A comparative assessment of constructivist and
traditionalist approaches to establishing mathematical connections in learning
multiplication. Education
(Chula Vista, Calif.), 125,
271-8. Retrieved March 8, 2005, from http://search.epnet.com/login.aspx?direct=true&db=qeh&an=BEDI05118158. pdf
Abstract: This research
study investigates the effectiveness of two different theoretical models,
constructivism and traditionalism, on third grade students' academic
achievement in establishing mathematical connections in learning multiplication
basic facts. Four third grade classes in a St. Louis area
Public School
District were grouped into two sections, each
consisting of two classes. In the first section of classes, students were
taught using a constructivist approach. In the second section of classes,
students were taught using a traditionalist approach., The Stanford Diagnostic Mathematics Test (4th
edition), Key-Math (Revised): A Diagnostic Inventory of Essential Mathematics, and a
Researcher-Made Multiplication Survey were used to analyze the study. The tests
were administered as pretests and posttests. The test scores were analyzed by
repeated measures--Analysis of Variance (ANOVA), with a probability level of
less than 0.05. The results of the three tests revealed that students from both
approaches improved their multiplication skills, as well as their understanding
of the multiplication concept, which involves basic facts 0 to 5. In addition, there were
no statistical differences between the two groups of students with respect to
their achievement of multiplication concepts and skills. Reprinted by permission of the publisher.
Nelson,
J. Ron; Benner,
Gregory J.; Lane,
Kathleen. (2004). Academic
achievement of K-12 students with emotional and behavioral disorders. Exceptional
Children, 71,
59-73. Retrieved March 8, 2005, from http://search.epnet.com/login.aspx?direct=true&db=qeh&an=BEDI04126832. pdf
Abstract: This
cross-sectional study was conducted with a random sample of 155 K-12 students
served in public school settings and established the extent to which students
with emotional/behavioral disorders (E/BD) experience academic achievement
deficits with attention to age and gender differences. In addition, this study
examined particular types of problem behaviors related to academic achievement.
Results indicate that students with E/BD showed large academic achievement
deficits across all of the content areas, and the deficits appeared to be
stable or worsen in the case of mathematics across age.
There appeared to be no gender differences. Additionally, externalizing
behaviors were related to reading, mathematics, and written
language achievement; whereas, internalizing ones were not. Reprinted by permission of the publisher.
Papanastasiou,
Elena C.; Bottiger,
Laurie. (2004). Math clubs and
their potentials: making mathematics fun and exciting. A case study of a math club.