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.
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