Annotated bibliography and References
Glasgow, B. (n.d.). How does a Japanese math lesson differ from the Conventional U.S. math lesson?
Retrieved September 29, 2014, from
http://www.region10ct.org/math/region10mathsitefaq/whatisjaplesson.html
This website compares the different ways the U.S teaches math lessons compared to Japan. This study
reports that the U.S uses the skill pattern: Teacher instructs student in a concept or skill, Teacher solves
examples/ problem with class, and student practice on their own while the teacher assist individual
students. Which I find this to be very true because that is a method that I’m used to being taught that
way. Than it explains the way math lessons are being taught in japan which is differently. I find that this
way could help increase math scores, and help gain engagement in the class if the U.S use the Japan way
of teaching.
Hans-Joachim, V. (n.d.). 2. Mathematics teaching in Germany. Retrieved September 29, 2014, from
http://www.history.didaktik.mathematik.uni-wuerzburg.de/meg/weidiga2.html
This article talks about the different goals of mathematics teachings in German. It gives information
about the content of mathematics teachings from the 1st-13th grade. I’m going to use this information
when I compare German to the U.S and japan on test scores and teaching methods.
Welsh, P. (2012, July 9). Column: Why our kids hate math. Retrieved September 29, 2014, from
http://usatoday30.usatoday.com/news/opinion/forum/story/2012-07-09/math-education-remedialalgebra/56118128/1
From this website it explains some reasons why students are failing math. Students are failing math
because they don’t know the basics. So whenever they fail tests they give up, and then they begin to
struggle more and math begins to dread away from them. So not only am I understanding why students
are failing math, I am getting examples on why they why students hate math. It also says “Pushing
students to the next level of math before they are ready is endemic in schools across the country, and is
most pronounced in the move to have younger and younger children take algebra.” I find this so true
because I remember taking Algebra 1 in the 8th grade when I was in middle school. Not saying that I
couldn’t handle it, but I was also challenging. So when I got to high school I was automatically geometry
because I had already took algebra 1 , but I felt so lost in geometry but I continue to take a math course
every year in high school leading to my senior year taking college courses.
Durán-Narucki, V. (2008). School building condition, school attendance, and academic achievement in
new york city public schools: A mediation model. Journal of Environmental Psychology, 28(3), 278-286.
doi:10.1016/j.jenvp.2008.02.008
In this article it discusses In the case of Williams v. the State of California (2002), Fine, Burns, Payne, and
Torre(2004) argued that the poor condition of school buildings contributes to ‘‘systematically undereducate poor and working class youth, and youth of color’’. Which I think the physical conditions of
schools plays a little part of why some students aren’t as educated as other schools. I think If the school
isn’t physically stable and has poor conditions that can effect the students learning ability. I just see it as
if the school system cant afford the keep the condition of the buildings up-to-date than im pretty sure
they cant afford to higher very qualified teachers nor buy the right resources that students need to be
educated.
Kiuhara, S. A., & Witzel, B. S. (2014). Focus on inclusive education: Math literacy strategies for students
with learning difficulties. Childhood Education, 90(3), 234-238. doi:10.1080/00094056.2014.912067
Kiuhara, professor at the University Utah says “In the United States, students with and without
disabilities are performing below grade-level standards in math and demonstrate low mathematics
literacy”, and “Teachers receive little to no professional development on how to provide evidence-based
instruction in mathematics instructional and intervention.” It also says “Approximately 26% of 15-yearold students in the United States failed to demonstrate math reasoning and scored at the lowest level
on the Program for International Student Assessment (PISA) 2013…Many students in general are not
able to engage in math reasoning, and this hinders their ability to elaborate and reconstruct problems,
look for inconsistencies in proposed solutions, make modifications to their approach, apply their current
understanding in novel contexts, and reflect on their processes.” I feel like that’s a huge problem.
Students should be able to apply math reasoning. Most students that are 15 years old are either taking
pre-algebra, algebra 1, and geometry courses. That has a lot of math reasoning, and real life and world
problems that students could be able to relate. But if teachers aren’t receiving the proper tools and
resources to help students engage in math reasoning than I understand why students don’t understand
math reasoning. In today’s society students learn better by having hands on activities that will engage
them in boring/ hard areas in math of what they don’t understand.
Cheema, J., & Kitsantas, A. (2012). Influences of Displinary Classroom Climate on High School Student
Self-efficacy and Mathematics Achievement: A Look at Gender and Racial-ethnic Differences, 1262-1265.
“Research studies show that student perceptions of classroom climate (e.g. disciplinary climate, teacher,
support, and etc.) have an effect on student motivation and academic achievement.” This article talks
about how the classroom setting has effects on students’ self-efficacy and achievements. “Several
studies has addressed the relationship between classroom climate and academic achievement and
across race and socioeconomic status. So I will use this information to explain reasons why students are
failing inside the classrooms.
Palha, S., Dekker, R., & Gravemeijer, K. (2012). The Effect of Shift-problem Lessons in the Mathematics
Classroom.
I’m going to possible this information to talk about mathematical-reasoning in the classrooms, and they
use specific tasks to improve student learning.
Sasser, D. (2014, January 1). What Problems Lead Students to Failing Math? Retrieved October 7, 2014,
from http://everydaylife.globalpost.com/problems-lead-students-failing-math-13919.html
I’m using this information from the website “Students fail math for reasons including low accountability,
poor parental monitoring, low reading skills and other non-school events that diminish student
concentration. Math is either taught incorrectly or students lack the motivation to understand it.” I’m
going to explain the reasons why people are failing math. This website talks about the reasons and
explains them so I’m going to include these ideas.
Saritas, T. (n.d.). Identifying Factors Affecting the Mathematics Achievement of Students for Better
Instructional Design. Retrieved October 7, 2014, from
http://www.itdl.org/Journal/Dec_09/article03.htm
This website Identifies Factors Affecting the Mathematics Achievement of Students for Better
Instructional Design. This talks about gender, economic status, and educational levels. It also discusses
strategies and methods, and Teacher Competency in Math Education.