My School District is currently adopting the Common Core Mathematics Standards. I believe it is a fantastic idea but I have to admit, it is creating a lot of additional work. Since I am spending so much time adjusting our curriculum, it made sense to try to incorporate some aspect of this transition into this research project. Searching for studies on the common core standards yields a tremendous amount of resources. Focusing on just mathematics and the use of technology as part of its implementation narrows it down considerably. The following are a few that should prove useful.
Annotated bibliography
Huntley, M. A., Rasmussen, C., Villarubi, R., Sangton,
J., & Fey, J. (2000). Effects of standards based mathematics education: a
study of the core-plus mathematics project algebra and functions strand. Journal
for research in mathematics education, 31(3), 328-361.
This study
looked at implementing a standards based algebra curriculum as a more rigorous
approach to algebra. It focused on the
functions and variables concepts from an algebra 1 curriculum. Graphing calculators and computer simulation
software were used extensively throughout the study. A majority of the students involved in this
study were students who were well below average in their math aptitude. An interesting component to this study was
that the researchers worked with two different groups of students. A control group was taught using traditional
teaching methods and textbooks. A second
group was taught in an environment that used modeling activities and multiple
forms of technology as well as cooperative learning group activities. Another interesting part of this study was
that while the control group consistently scored lower on problems that
involved application of mathematical principles in meaningful contexts, they
scored higher on problems that involved basic computation without the use of
calculators or other technology.
Although I will not be using two different groups of students in my
research, I can see where the comparisons could be valuable.
Doerr, H. (1995, April). An integrated approach to
mathematical modeling: A classroom study. San Francisco, CA.
This study
explored the use of mathematical modeling and computer simulation as a tool for
combining algebra, trigonometry, and physics.
Although the study was conducted in 1995, it still has significant
relevance, especially with the increase in districts adopting the STEM
curriculum. Modeling in mathematics
involves cross-curricular problem sets.
The area of physics is especially valuable because of the intense
mathematical nature of the subject. When
I teach trigonometry, a majority of my examples and modeling questions focus on
the principles of physics. One of the
goals of this study was to determine if a modeling approach to physics problems
could help Students bridge the gap between simple concepts and more involved
Newtonian physics. The researchers
wanted to show that through modeling and simulation, students could predict
outcomes prior to conducting experiments.
They discovered that simulation models combined with experimentation
allowed students to develop several physics formulas on their own, increased
the accuracy of student predictions, and allowed students to validate their own
solutions. My research study will focus on the modeling component of the common
core math standards. I would like
simulation and experimentation to be part of it.
McCalister, T., Carey, S., & Styles, P. (2006). Advancing
problem solving skills through the use of interactive white boards in the math
classroom. Informally published manuscript.
This study
looked at using Promethean interactive whiteboards and interactive response
systems to increase student mastery in problem solving and to increase student
engagement with math instruction. The
team of researchers used the boards with animated mathematical graphics, puzzle
solving (a form of problem solving), and for writing and saving classroom
lesson notes. Students used the
whiteboards to display results from problem solving activities, navigating
through interactive educational websites, and to animate graphics used in
lessons. Data was obtained through
observation, standardized test data to document student growth, pre-test
results, and through interactive response activities.
Gillespie, L., McClain, D., McKisson, D., & McNeilan, P.
(2006). Using emerging technology to enhance learning in mathematics and
science. Informally published manuscript.
This study
looked at ways teachers used emerging technologies such as interactive SMART whiteboards
and personal response systems to increase freshman scores on the Ohio
Graduation Test. The research team
gathered testing data from previous years to determine their success. They used personal response systems during
lessons to gauge the level of student understanding and to increase engagement
of shy or passive students. Teachers
kept a journal for logging their observations in order to determine the
effectiveness of each lesson and to note student motivation. Students were given pre and post surveys to gain
information on their attitudes, interests, motivation, and knowledge. Parents were also included to gain
information on their children’s’ math experiences and study habits. The research study did not indicate whether
student graduation test scores increased but it did share additional benefits
from the use of technology such as increased student motivation, increased
student participation, greater comprehension, and less need for remediation.
Burt, N., Holloway, S., & Venable, S. (2006). Project
in touch: integrating technology into a high school teacher preparation course.
Informally published manuscript.
This
research study looked at using graphing calculators and the TI-Navigator system
to increase student engagement in algebra 1.
Algebra is often an obstacle for students as they switch from concrete
to abstract thinking. The difficulties
presented by algebra 1 often cause students to become frustrated and
disengaged. The research team
implemented the TI-navigator and the graphing calculators to create an
environment where students simultaneously worked on problems, shared their info
via the navigator system in real-time, and discussed results. This allowed the teachers to adjust their
lessons and helped them find teachable moments based on their
observations. I appreciated the ideas
this group presented because I use graphing calculators frequently in my
classroom. Although I do not have use a
TI-Navigator system, many of the ideas presented in this study would work in my
classroom. Since I have extensive
experience working with graphing calculators, the results of this study were
not surprising. Student involvement
increased, test scores improved, student interest increased, and fewer students
were required to repeat algebra 1 due to failing grades.
