#SEACCR Week 3 Annotated Bibliography

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.