Courtney Boettger

Veronica Tigert
MIAA 340
February 17, 2014

Annotated Bibliography

Graph Span: K 3
Topic: Measurement

Bandalos, D. L., & Kopp, J. P. (2012). Teaching Introductory Measurement:
Suggestions for What to Include and How to Motivate Students.
Educational Measurement: Issues and Practice, 31, 8-13. Retrieved January 14,
2014, from
< http://www.pacific.edu/EBSCOHost-
Results.html?bquery=Teaching+Introductory+Measurement%3A+>

This article focuses in on the importance of literacy and the issues that can be
presented while teaching measurement. While teaching measurement, most curriculums
do not deal with the topics over a length of time. In conclusion, the article states that real
life applications leave students with the most in-depth understanding along with leaving
the students motivated.


MacDonald, A. (2013, March 1). Young childrens ideas about measurement.
Australian Primary Mathematics Classroom. Retrieved January 14, 2014, from
<http://www.pacific.edu/EBSCOHostResults.html?bquery=teaching+geometry>

This article by Amy MacDonald has teachers reconsidering when students should
start using measurement. She shows examples from students who were asked to Draw
yourself measuring which give insight to students thinking. Reading suggest that as
young as 3 years of age, students have an understanding of measurement and when
asking children, all but one out of 50 were able to explain what measuring is. The article
suggests that based on how much students were able to tell us about measurement, we
can start introducing the formal topic earlier on to continue their development on the
topic.


Graph Span: 4 6
Topic: Volume

Turmudi., & Erlina, E. (2012). Constructing formula of pyramid volume by
comparing volume of prism with the beach sand and container media in junior
secondary school: A lesson study.. AIP Conference Proceedings, 1450(1), 173-
182. Retrieved January 15, 2014, from
<http://www.pacific.edu/EBSCOHost-Results.html?bquery=teaching+geometry>

The article by Turmundi and Erlina explores how teachers can collaborate with
different materials and different lessons to help make learning geometry an easier topic.
All classes used open lesson settings and collaboration among the students. The students
were given geometric containers and beach sand. They worked together to compare the
volume of a pyramid vs. a prism. From this they compared the formulas and were able to
conclude that the pyramid was 1/3 of the base times the height of the pyramid. After the
discovery, teachers concluded that discovering the mathematic concept was strong than
lecture. This lesson is a great model of interactive learning.

Harrell, M., & Thompson, K. (n.d.). STake the Plunge and Make a Splash!.
Synergy Learning - Article Archives. Retrieved January 17, 2014, from
<http://cf.synergylearning.org/DisplayArticle.cfm?selectedarticle=156>

This article provides a great guide to developing five-day units to discover math
concepts. This one specially concentrates on geometry concepts. I paid special attention
to the unit on volume of cylinders by water displacement. These lessons built off of the
lesson of discovering Pi and area of a circle. It progressed to having students use water to
fill different containers to noticed that volume is equal to the area of the base times the
height.


Graph Span: Algebra 1
Topic: Linear Equations

Andrews, P., & Sayers, J. (2012). Teaching linear equations: Case studies
from Finland, Flanders and Hungary. The Journal of Mathematical Behavior,
31(4), 476-488. Retrieved January 16, 2014, from
<http://www.sciencedirect.com.ezproxy.pacific.edu/science/article/pii/S07323123
12000326>

In this article, how linear equations are introduced are compared from the
countries of Finland, Flanders, and Hungary. All three teachers used definition,
activation, exposition and consolidation within their lessons but differed in the methods.
Sami (from Finland) and Pauline (from Flanders) used mostly mathematics based only
problems and questions while Emese (from Hungry) relied on using real-world problems.
All three emphasized understanding the equal sign as a balance symbol but this was more
deeply understood by these students who were taught using realistic word problems.

Thomas, D. A., & Thomas, R. A. (n.d.). Discovery Algebra: Graphing Linear
Equations. Algebra For All. Retrieved January 16, 2014, from
<http://www.math.ccsu.edu/mitchell/mtdiscov>

Thomas and Thomas discuss the positive of student directed learning where
students are allowed to explore mathematical ideas. They give an example of a three-day
lesson plan where students get to use technology and explore the changes in linear
functions. The results included students being more independent and on task while they
discovered their own mathematical thinking and learning.