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.