Inquiry 1 Presentation

Hi everyone! Here is the link to our Inquiry 1 presentation. Thank you for listening!

Annotated Bibliography: Articles from self-research

I have compiled a list of articles for my annotated bibliography. All these articles are researched and selected by myself. Jacob, my project partner, has his own research that we will combine together for our presentation.

1.

Akpan, J. P., & Beard, L. A. (2014). Assistive Techology and Math Education. Universal Journal of Education Research, 2(3), 219-222.

The article describes various assistive technological devices as a math tool to help teachers in delivering instructions and to support students with varying learning needs and skills. This is important for our inquiry project because in any online learning environment, just like in traditional classrooms, those who are either struggling, gifted, ELL, or students with disabilities should feel included and accommodated in online math instructions.

2.

Clark, A. K., & Whetstone, P. (2014). The Impact of an Online Tutoring Program on Mathematics Achievement. The Journal of Educational Research, 107(6), 462-466.

The article is important for our inquiry project because it builds on the idea of online learning and what it means to both students and teachers. The research focuses on Math Whizz online tutoring platform that provides insights on the appropriate instructional methods for teachers when integrating it into the classroom. The research also shows how this online learning platform improves students’ attitudes, thinking, and problem-solving skills.

3.

Crawford, L. (2013). Effect of an Online Mathematics Curriclum for English Language Learners. Computers in the Schools, 30(3), 248-270.

The ability to learn mathematics instructional language while learning a new social language can be especially difficult for ELL students in K-12. This article is important for educators as it demonstrates that computer-based, online math classes are effective learning tools for ELL students, as long as it is appropriately designed with their needs in mind. The study focuses around middle school ELL students of Hispanic origin; it explains the importance of multi-modal learning for students and what teachers can do to encourage this type of learning in a virtual math classroom.

4.

Cross, T., & Palese, K. (2015). Increasing Learning: Classroom Assessment Techniques in the Online Classroom. The American Journal of Distance Education, 29(2), 98-108.

In this article a study done by Cross and Palese intends to discuss the importance of assessing students in online math classrooms, and which method of assessment, either formative or summative, is most effective for students’ math learning process. This is important for our inquiry project because from a teaching perspective, being able to assess students in an online setting is crucial for teachers to understand students’ learning progress, but to must also allow students to self-evaluate and reflect on their own learning.

5.

Edwards, C. M., Rule, A. C., & Boody, R. M. (2013). Comparison of Face-to-Face and Online Mathematics Learning of Sixth Graders. Jl. of Computers in Mathematics and Science Teaching, 32(1), 25-47.

The article compares the traditional face-to-face math learning with online math learning setting for Grade 6 students. This is useful for our project because it looks at how middle school students respond and learn in an online environment, and the advantages, limitations and recommendations associated with online learning that teachers like us should look for.

6.

Kim, C., Park, S., & Cozart, J. (2014). Affective and motivational factors of learning in online mathematics courses. British Journal of Educational Technology, 45(1), 171-185.

The article is important for our inquiry project because it investigates the several possible factors that help students excel in online math courses. The research focuses on why some students excel in online learning environment than others, and the key factors are due to emotional, motivational, and cognitive processes in K-12 students’ learning, in which teachers should consider.

7.

Serianni, B. A., & Coy, K. (2014). Doing the Math: Supporting Students with Disabilities in Online Courses. TEACHING Exceptional Children, 46(5), 102-109.

The article is important for the inquiry project because it provides a framework of practical ideas and factors on how parents and teachers can successfully guide younger students with disabilities in virtual math classrooms.

Exit slip: Longsword math activity!

I really enjoyed this activity in class and I cannot wait to share that with my friends! What I like about the longsword activity is that we individually were given coffee stir sticks to work with, on a small level; combined with the picture given on the board, we were able to work with a partner or by ourselves to create beautiful shapes and sizes out of these ordinary tools. I also worked on my own to create other artwork that is math-related too. Once I did that, I started to brainstorm other shapes that I could build, and I thought about where I see them in real life, or how these shapes can be used in real life. It is from my everyday life did I draw inspiration from, and I think students in high school and even elementary school would equally enjoy building something with their hands. This can also be a rewarding experience for the students, where they can learn math and create math out of ordinary objects. Doing this can also give students the possibilities of constructing other math shapes out of something we see and use every day. In a way, this activity reminds me of the EDCP342A math/art project where we use various resources from our every day lives.

The dance was enjoyable to learn as well. I find it much easier to learn something from doing and acting. I think this activity would be a great way for students to use actions to construct mathematically-created shapes. To let them "be and build the math", for the lack of better words, is a good learning technique that would definitely be a memorable experience for students in that they won't forget what they learned when they leave the classroom!

Entry slip: 1-Sentence Description of 3 Articles

Objective of this inquiry project with my partner, Jacob Brunner:

We will focus on online math learning for students in both elementary and secondary schools. We will also explore the possible effective math online learning tools that support students with differing learning abilities, such as students with special needs, ELL learners, and gifted students.

Article 1:

Akpan, J. P., & Beard, L. A. (2014). Assistive Techology and Math Education. Universal Journal of Education Research, 2(3), 219-222.

The article describes various assistive technological devices as a math tool to help teachers in delivering instructions and to support all students with varying learning needs and skills as listed in the objective.

Article 2:

Kim, C., Park, S., & Cozart, J. (2014). Affective and motivational factors of learning in online mathematics courses. British Journal of Educational Technology, 45(1), 171-185.

The article investigates the factors that help students excel in online math courses, and it reports that online math courses are more successful than others due to the emotional and motivational aspect of learning in K-12 students.

Article 3:

Serianni, B. A., & Coy, K. (2014). Doing the Math: Supporting Students with Disabilities in Online Courses. TEACHING Exceptional Children, 46(5), 102-109.

The article provides a framework of practical ideas and factors for parents and teachers to successfully guide younger students with disabilities in virtual math classrooms.

Entrance slip: Refocusing Our Efforts

From reading this article by John Sarte and Sherri Hughes, my "student bird" thought was that assigning percentages or letter grades may mean that I have to do extra well and put extra effort in achieving high percentages or letter grades. To me, as a student, these grades indicate a successful completion in passing a course or judging on how well or poorly I have done. However, it may not necessarily indicate an interest in the course that I am being assessed or marked on. It just simply means that I did the work, passed the course, and now moving on to something else. In some cases, a student with a poor grade does not mean that he/she is not interested in the course materials. Similarly, a high grade does not necessarily mean that the student is interested in the course. As often is happened to me when I was a student in secondary and post-secondary schools.

As a "teacher bird", the percentages and letter grades tell me how well a student is doing in the class. I assume that higher the grades, the higher level of understanding and/or competency a student has. I would also assume a higher interest in the course because the student is excelling. However, as argued above when I was a student, what is on the surface may not be accurately perceived. As a teacher, I believe that grades should be arrived by how well the students are doing throughout the course of learning and teaching a particular subject or topic even. Assessing their understanding on a certain day, as in most cases (i.e. unit test or exams on a certain day of the week) may not be an accurate prediction that determines the ultimate result of students' learning, as many factors can affect students' learning and thinking abilities. I believe this is the negative aspect of giving grades. The positive aspect of giving grade, however, is for teachers to keep track of where students are standing academically in a grade and subject. It also informs teachers what and how they should do to help students achieve. That being said, teachers should not disregard the stronger students just because they are excelling more than the weaker students. Teachers should give equal opportunities and promote interest among all students.


An unintended side effect of grading is that students may get pressured into thinking that just because they are being graded lower than their peers, they may feel not as motivated to learning concepts or push themselves to work harder. They may also not feel interested in the course because the grades are lower than wished or expected. This discouragement could affect students' competency and thinking abilities. That being said, grades and marks could also form a social relation in that they students can keep track of their skills and levels among their peers. It tells them which area they need help or improve, and which area they are really good at that they can help others. Motivating each other with their peers are important in establishing social relations in classrooms and higher institutions.


It may be quite difficult to not give grades to students who are learning math and/or physics, but I think that as long as teachers and the students themselves know where they stand academically, and which area they need improvement or excelling, then grades may not be very important. It is a good habit, in my opinion, if the students develop some sort of work ethics so that they are encouraged to learn and try new things without having an authority figure telling them what to do. Once they internalize this interest for learning and that they are always pushing themselves for higher knowledge, grades should not matter.

I can compare this analogy to my co-op placements at various companies during my undergraduate work terms. I had a few co-op placements in the past where it was not necessary for co-op advisors to report the school on our mid-term performances (evaluating and marking how well we do on the job). Even though my co-op advisors did not visit us during our co-op terms, that did not stop me from doing well on the job. Often times, weekly or bi-weekly, my managers would speak to me and my team (individually or as a group) on our performances, and what we should do more or less of, and what we should focus on. Their "mini-evaluations" just by speaking to us gave me a professional outlook on work that lasted me for a long time - still do even now. Their comments and suggestions have pushed me to work harder and better on the job, regardless of which profession I will be pursuing in the future. In this case, I have developed good working ethics from my employers and my team of co-workers, which I am very thankful for. In the teaching aspect, I think that if teachers can set students good examples for the students to model after, then that skill set and attitudes are definitely worth having and are more important than grades.

Exist Slip: Research for Inquiry I Project

The topic that Jacob and I will be doing is revised slightly.

Our topic now focuses on online learning in students on the subject of mathematics, with additional focus of online learning in students with special needs. Essentially, we will look at the impact of online learning in math subject on various students - students who do not have special needs and students who do.

Inquiry Project Ideas

For my inquiry project for this class, there are two main topics that I want to look at, but of course I will have to pick one to analyze.

One particular topic of interest is the idea of a flipped classroom, and the theme of online learning. I am very interested in looking from the perspective of a flipped classroom because I have designed eLearning materials, in collaboration with professors and using software to facilitate in the learning of college students. I wonder how well high school or middle school students take in concepts from the online platform. However, the concept of a flipped classroom is different than having an instructor teach through an online platform in that students are expected to learn the materials and teach themselves online first, then coming to class, knowing the materials, and apply the knowledge in the real world. So I want to examine how effective this flipped classroom and online learning is for younger students.

Another topic of interest that I may examine is poetry and mathematics. Because I have taken tons of English courses that examine poetry - particularly forms, counting metrics, finding rhythms in stanzas, etc. - these patterns in the body of the poetry amazingly tie with mathematics. Poetry has its beautiful poetic forms and so does mathematics. Poetry is an art, and we were discussing how mathematics can be used to create meaningful art, such as poetry itself. I would like to examine this topic further.