Annotated Bibliography

Katie Chock
Benson, C.C, Wall, J.J, & Malm, C. (2013, April) The distributive property in grade 3. Teaching
Children Mathematics, 19(8), 498-506.
This article demonstrates multiple ways to convey the distributive property. It provokes
insight as to whether or not third graders are ready to connect procedures to concepts of area
conservation, distribution, and geometric interpretation. Each concept is explained
thoroughly, and furthermore praises the Common Core Curriculum for incorporating many of
these concepts and strategies into one lesson or topic. Introducing the Distributive Property to
third graders can successful if teachers make connections with other methods so students are
able to see the connection between the methods or underlying ideas that hold them all
together.
Cheng, H. & Reys, B.J. (2013, December- 2014, January) If only clairaut had dynamic geometric
tools. Mathematics Teaching In The Middle School. 19 (5), 281-287.
Geometry is a major mathematical area of study in the middle school level. The common
Core curriculum enlists geometry as a topic covered in each K-12 grade-span. This article
expresses the idea that students experience difficulty learning school geometry because they
struggle connecting it to everyday geometry because of the premature focus on rigorous and
formal proof before meaningful conceptualization of key ideas. Students need to develop a
conceptual foundation based on exploration, discovery, and explanation prior to an emphasis
on formal proof. Clairauts approach does not replace the need for formal proof in geometry.
It provided the logical proofs after introducing intuitive approaches.
Dimmel, J.K, & Herbst, P.G. (2015) The semiotic structure of geometry diagrams: How

textbook diagrams convey meaning. Journal for Research In Mathematics Education. 46 (2),
147-195.
Geometry diagrams use the visual features of specific drawn objects to convey meaning
about generic mathematical concepts. The first part of the article, it identifies axes where
features of geometry diagrams can vary, and in the second part of the article, it shows the
viability of using the semiotic framework to conduct empirical studies of diagrams in
geometry textbooks. Geometry diagrams are a distinct measure of mathematical
communication between the students and the teacher. Knowledge and understanding is a
form of communication, regardless of the learner.
Dixon, J.K. & Tobais, J.M. (2013, October) The whole story: Understanding fraction
computation. Mathematics Teaching In The Middle School. 19(3), 156-163.
The Common Core State Standards for Mathematics envisions students ability to perform
fraction computations using visual models and when problems are presented in context. Word
problems enable students to understand procedures and properties related to fractions due to
the fact that students are not trying to memories steps or tricks when solving problems.
Students are forced to understand the math behind fractional word problems and in turn limit
errors in computation. Being exposed to various contexts for operations, students use
previous knowledge of whole numbers to make sense of fractions.
Flores, A. & Priewe, M.D. (2013, December-2014, January) Orange you glad I did say fraction
division. Mathematics Teaching In The Middle School, 19(5), 288-293.
Students explore multiplicative comparisons and the meaning of remainders using their own
concrete representations. This article emphasizes the importance of division of fractions by
working individually and in small groups, using concrete or pictorial representations,

multiplicative comparison, inventing their own processes, and presenting and justifying their
answers and processes to other students. Mastering these concepts will aid students with
developing proportional thinking. It is important to remember that if students do not
understand the underlying mathematical concept, they will not understand the meaning of the
skill.
Matney, G.T. & Daugherty, B.N. (2013, October) Seeing spots and developing multiplicative
sense making. Mathematics Teaching In The Middle School. 19(3), 148-155.
There are many ways to solve multiplication and division problems. However, when students
are asked to represent efficient multiplication methods and present multiple strategies,
including partial products and the standard algorithm, this article explains how dot arrays can
be used to engage students visually and academically. This concept of dots can help students
when they are asked to create similar models of multiplication, algebraically represent the
distributive property, multiplication of binomials or solving for area problems. Students
understandings of these concepts are heightened and it provides English Language Learners
with a visual representation and a deeper understanding they can always reference.