Math"Webliography"
Jordan,NancyC.;Hanich,LaurieB.(2003).Characteristicsofchildrenwithmoderate
mathematicsdeficiencies:Alongitudinalperspective.LearningDisabilities:Research
&Practice,18,213‐21.RetrievedMarch8,2005,from
http://search.epnet.com/login.aspx?direct=true&db=eric&an=EJ677948.pdf
Abstract:Thereadingandmathematicsachievementandspecificmathematics
competenciesof74childrenwerefollowedduringsecondandthirdgrades.Although
childrenwithmoderatemathematicsdeficiencies(MMD‐only)andchildrenwithmoderate
mathematicsandreadingdifficultiesstartedoutatthesamelevelinmathematics,the
MMD‐onlygroupsurpassedtheothersovertime.(Containsreferences.)(Author/CR)
Adams,ThomaseniaLott.(2003).Readingmathematics:Morethanwordscansay.Reading
Teacher,56,786‐95.RetrievedMarch8,2005,from
http://search.epnet.com/login.aspx?direct=true&db=eric&an=EJ667707.pdf
Abstract:Providesimpetusforteachingchildrentoreadmathematicsincludingreading
words,numerals,andsymbolstosuccessfullyuncoverthemessagesofandabout
mathematics.Providesavarietyofexamplesrelatedtoreadingmathematicsthrough
words,numerals,andsymbolsandalsosuggestionsthattranscendparticularmathematics
topicsandareapplicableacrossgradelevels.(SG)
Thornborrow,Joanna.(2003).Theorganizationofprimaryschoolchildren'son‐taskand
off‐tasktalkinsmallgroupsetting.ResearchonLanguageandSocialInteraction,36,
7‐32.RetrievedMarch8,2005,from
http://search.epnet.com/login.aspx?direct=true&db=eric&an=EJ664644.pdf
Abstract:Dealswiththeorganizationofchildren'sinteractioninaschoolsettingwherethe
teacherisabsent.Basingtheanalysisona30‐minutesessionwhereasmallmixed‐groupof
pupilsareworkingonamathproblem,examinesthewaysinwhichthechildren
accomplishthetask,theon‐tasktalkthroughwhichtheyorganizeandworkthrougha
particularactivity,aswellasattendingtothephenomenonofoff‐tasktalk.(Author/VWL)
Thurber,RobinSchul;Shinn,MarkR.;Smolkowski,Keith.(2002).Whatismeasuredin
mathematicstests?constructvalidityofcurriculum‐basedmathematics
measures.SchoolPsychologyReview,31,498‐513.RetrievedMarch8,2005,from
http://search.epnet.com/login.aspx?direct=true&db=eric&an=EJ667623.pdf
Abstract:Mathematicscurriculum‐basedmeasurement(M‐CBM)isonetoolthathasbeen
developedforformativeevaluationinmathematics.Thisstudyexamineswhatconstructs
M‐CBMactuallymeasuresinthecontextofarangeofothermathematicsmeasures.Results
indicatedthatatwo‐factormodelofmathematicswhereComputationandApplications
weredistinctalthoughrelatedconstructs,M‐CBMwasameasureofComputation.
(Contains41referencesand4tables.)(GCP)
Kazemi,Elham;Stipek,Deborah.(2001).Promotingconceptualthinkinginfourupper‐
Elementarymathematicsclassrooms.ElementarySchoolJournal,102,59‐80.
RetrievedMarch8,2005,from
http://search.epnet.com/login.aspx?direct=true&db=eric&an=EJ637787.pdf
Abstract:Examineswaysinwhichclassroompracticescreateapressforconceptual
mathematicalthinkingandhowteacherscanpromotestudentparticipationinaclassroom
communitywhereconceptualunderstandingsarevaluedanddeveloped.Detailsfour
importantsociomathematicalnormscharacterizingahighpressforconceptualthinking.
Concludesthatahighpressforconceptualthinkingallowsthemathematicstodrive
studentengagementinactivities.(Author/SD)
Keeler,MarshaL.;Swanson,H.Lee.(2001).Doesstrategyknowledgeinfluenceworking
memoryinchildrenwithmathematicaldisabilities?.JournalofLearningDisabilities,
34,418‐34.RetrievedMarch8,2005,from
http://search.epnet.com/login.aspx?direct=true&db=eric&an=EJ632657.pdf
Abstract:Astudyinvestigatedtherelationshipbetweenworkingmemory(WM),
declarativestrategyknowledge,andmathachievementin111childrenwithandwithout
mathematicaldisabilities(MD).Resultsfoundverbalandvisual‐spatialWM,stableverbal
strategychoices,andexpertstrategychoicesrelatedtovisual‐spatialprocessingall
contributedindependentvariancetomathachievement.(Containsreferences.)
(Author/CR)
Desoete,Annemie;Roeyers,Herbert;Buysse,Ann.(2001).Metacognitionandmathematical
problemsolvingingrade3.JournalofLearningDisabilities,34,435‐49.Retrieved
March8,2005,from
http://search.epnet.com/login.aspx?direct=true&db=eric&an=EJ632658.pdf
Abstract:Thisarticlepresentsanoverviewoftwostudiesthatexaminedtherelationship
betweenmetacognitionandmathematicalproblemsolvingin165third‐graders.Principle
componentsanalysisonmetacognitionrevealedthatthreemetacognitivecomponents
(globalmetacognition,off‐linemetacognition,andattributiontoeffort)explained66‐67
percentofthecommonvariance.(Containsreferences.)(Author/CR)
Beasley,T.Mark;Long,JeffreyD.;Natali,Michele.(2001).Aconfirmatoryfactoranalysisof
themathematicsanxietyscaleforchildren.MeasurementandEvaluationin
CounselingandDevelopment,34,14‐26.RetrievedMarch8,2005,from
http://search.epnet.com/login.aspx?direct=true&db=eric&an=EJ629143.pdf
Abstract:ConfirmatoryfactoranalysessuggestedthattheMathematicsAnxietyScalefor
Childrenmeasuresaninternallyconsistent,unidimensionalconstruct.Constructvalidity
(i.e.,correlationswithstateanxiety,traitanxiety,andquantitativeability)was
demonstrated.Discussestheimportanceofaccuratelyassessingmathematicsanxietyatthe
elementaryschoollevel.(Contains61referencesand3tables.)(GCP)
Anghileri,Julia.(2001).Developmentofdivisionstrategiesforyear5pupilsintenenglish
schools.BritishEducationalResearchJournal,27,85‐103.RetrievedMarch8,2005,
fromhttp://search.epnet.com/login.aspx?direct=true&db=eric&an=EJ661976.pdf
Abstract:ExplainsthatYear5studentsintenBritishschoolstookamathematicsdivision
testtwiceintheschoolyear.Thetestinvolvedcontextandbareproblemstoidentify
changesinapproachasthestandardalgorithmwasintroduced.Reportsthat52percentof
studentsgainedahigherscoreonthesecondtest.(CMK)
Allinder,RoseM.;Bolling,RachelleM.;Oats,RobertG.;Gagnon,WendyA.(2000).Effectsof
teacherself‐monitoringonimplementationofcurriculum‐basedmeasurementand
mathematicscomputationachievementofstudentswithdisabilities.Remedialand
SpecialEducation,21,219‐26.RetrievedMarch8,2005,from
http://search.epnet.com/login.aspx?direct=true&db=eric&an=EJ611316.pdf
Abstract:Astudyexaminedtheeffectsofcombiningcurriculum‐basedmeasurementin
mathematicscomputationwithteachers'self‐monitoringofinstructionalchangeson
academicprogressof54elementarystudentswithlearningdisabilitiesandmildmental
disabilities.Thecombinationofcurriculum‐basedmeasurementandself‐monitoring
resultedinsignificantlygreatergrowthforstudents.(Containsreferences.)(Author/CR)
Ni,Yujing.(2000).Howvalidisittousenumberlinestomeasurechildren'sconceptual
knowledgeaboutrationalnumber?.EducationalPsychology:AnInternationalJournal
ofExperimentalEducationalPsychology,20,139‐52.RetrievedMarch8,2005,
fromhttp://search.epnet.com/login.aspx?direct=true&db=eric&an=EJ642091.pdf
Abstract:Investigatesvalidityofscoresderivedfromthemeasurementprocedure
involvingnumberlinesbyassessingitsuniquecontributionstoperformancedifferencesin
criterionmeasuresofrationalnumberknowledgeandskills,includingfraction
computation,application,andexplanation.Statesthat205fifth‐gradeand208sixth‐grade
studentsparticipatedinthestudy.(CMK)
Milo,BaukeF.;Seegers,Gerard;Ruijssenaars,WiedA.J.J.M.(2004).Affective
consequencesofmathematicsinstructionforstudentswithspecialneeds.European
JournalofSpecialNeedsEducation,19,49‐68.RetrievedMarch8,2005,from
http://search.epnet.com/login.aspx?direct=true&db=qeh&an=BEDI04110578.pdf
Abstract:Astudyinvestigatedtheaffectiveconsequencesofguidinginstruction,directing‐
splitinstruction(DI‐split),anddirecting‐jumpinstruction(DI‐jump)inmathematicsfor
twotypesofstudentswithspecialneeds.Datawereobtainedfrom34mildlymentally
retarded(MMR)studentsand36studentswithspecificlearningdisabilities(SLD)enrolled
inthreeschoolsforspecialelementaryeducationinLeiden,TheNetherlands.Findings
showedthatstudentswhoreceivedDI‐jumpinstructionandguidedinstruction
demonstratedmoreconstructivistbeliefsaboutlearningmathematicsthanthoseinthe
DI‐splitcondition.Inaddition,findingsshowedthatMMRstudentsweremoretask‐
orientedandmoreego‐orientedthanSLDstudents.
Morrone,AnastasiaSteffen;Harkness,ShellyS.;D'Ambrosio,Beatriz.(2004).Patternsof
instructionaldiscoursethatpromotetheperceptionofmasterygoalsinasocial
constructivistmathematicscourse.EducationalStudiesinMathematics,56,19‐38.
RetrievedMarch8,2005,from
http://search.epnet.com/login.aspx?direct=true&db=qeh&an=BEDI04117495.pdf
Abstract:Elementaryeducationstudentsenrolledinanexperimentalmathematicscourse
participatedinthisstudy.Thecourseistaughtusingasocialconstructivistapproachandis
designedtoimprovestudents'mathematicalproblem‐solvingabilityanddeepentheir
understandingofmathematics.Theresearchquestionforthepresentstudyisasfollows:In
whatwaysdoestheinstructionaldiscourseinasocialconstructivistcollegemathematics
courseinfluencetheperceptionofmasterygoalsintheclassroom?Todeterminetheextent
towhichstudentsperceivedtheirclassroomtobemasterygoalfocused,wematched
anonymousstudentcommentsfromend‐of‐semestercourseevaluationswithitemsfrom
thePatternsofAdaptiveLearningScales(PALS).Everyclasssessionwasvideotapedand
transcribed,withanemphasisoninstructorstatementsduringwholegroupdiscussion.
ThetranscriptswereanalyzedusingtheObservingPatternsofAdaptiveLearning(OPAL)
instrument.Thepresentstudysuggeststhatsocialconstructivistteacherpracticespromote
masterygoalsthroughinstructionaldiscoursethatsupportsstudentsastheymovetoward
higher‐ordermathematicalthinking.Specifically,theresultssuggestthatthiswasrealized
throughtheinstructionaldiscoursepatternofscaffolding,pressingforunderstandingand
higher‐order‐thinking.Reprintedbypermissionofthepublisher.
Yan,Wenfan;Lin,Qiuyun.(2005).Parentinvolvementandmathematicsachievement:
Contrastacrossracialandethnicgroups.JournalofEducationalResearch,99,116‐27.
RetrievedMarch8,2005,from
http://search.epnet.com/login.aspx?direct=true&db=qeh&an=BEDI05130723.pdf
Abstract:Theauthorsexaminedtherelationshipsof3dimensionsofparentinvolvement
(familyobligations,familynorms,andparentinformationnetworks)to12th.grade
students'mathematicsachievementandwaysinwhichtheserelationshipsvariedacross4
racialandethnicgroups(i.e.,Caucasians,AfricanAmericans,Hispanics,andAsians).Using
4‐yearlongitudinaldatafromtheNationalEducationLongitudinalStudy:1988(NELS:88),
theauthorsfactoranalyzed39parentinvolvementvariablestocreate9composites,whose
relationshipto12thgraders'mathematicsscoreswereassessedwithordinaryleast
squaresregression.Findingsindicatethatparentinvolvementasaformofsocialcapital
wasgenerallyasalientindicatorforexplainingthemathematicsachievementofthe
Caucasianstudents.Closeparent‐teenagerrelationshipwas1ofthemajorwaysinwhich
minority(exceptHispanic)familiespositivelyinfluencedtheseniormathematicsoutcome.
Regardlessofracialorethnicbackground,educationalexpectationhadthestrongest
positiveeffecton12thgraders'mathematicsachievement.Reprintedbypermissionofthe
publisher.
Zhao,Yong.(2005).Increasingmathandscienceachievement:Thebestandworstofthe
eastandwest.PhiDeltaKappan,87,219‐22.RetrievedMarch8,2005,from
http://search.epnet.com/login.aspx?direct=true&db=qeh&an=BEDI05128903.pdf
Abstract:Partofaspecialsectiononeducationintheglobalera.TheEastAsiancountries'
highscoresoninternationalcomparisonsofmathandscienceattainmentshouldnot
prompttheUnitedStatestorushtoemploytheirmethodsandignoreitsownstrengths.
TheEastAsiansystemsmayhaveproducedsuperbknowledgebearers,butitisgenerally
acceptedthatthesesystemsmayhavestifledcreativity.Therehasbeenlittlediscussionof
theintellectualcostsofsomeofthepracticesthatEastAsianeducationisbasedon,manyof
whicharethereasonsforhighacademicperformance.TheUnitedStatesshouldseekto
understandtheproblemsofitsownsystemsbeforeperforminganin‐depth,
comprehensive,contextualizedstudyofthepracticesusedinothernations,andensurethat
boththeeffectiveandineffectivepracticesareassessedbeforeadoptinganyofthem.
Coles,Alf.(2005).Ascienceofeducation‐‐Arewereadyyet?.MathematicsTeaching,193,
4‐7.RetrievedMarch8,2005,from
http://search.epnet.com/login.aspx?direct=true&db=qeh&an=BEDI05132812.pdf
Abstract:Talksaboutthemethodsandscienceofteaching.Includes:memoryand
retention,learningawareness,andhowtogoaboutteachingintoday’sworldandnew
waystoreachstudentsandbesurethattheyaretrulylearning.
Lewis,AnneC..(2005).Endlessping‐pongovermatheducation.PhiDeltaKappan,86,420‐
1.RetrievedMarch8,2005,from
http://search.epnet.com/login.aspx?direct=true&db=qeh&an=BEDI05104711.pdf
Abstract:ThequalityofmatheducationintheUnitedStateshascomeunderrenewed
scrutinyfollowingthepublicationofseveralnewreports.AU.S.DepartmentofEducation
researchreviewrevealedthatjust5of44mathprogramsforgradessixtoninehad
sufficientresearchbehindthemandthatonlytwohadcomparativedatademonstrating
thatstudentsusingthetestedprogramsoutperformedotherstudents.Inaddition,thefirst
oftwointernationalstudies‐‐theProgrammeforInternationalStudentAssessment‐‐found
thatAmerican15‐year‐oldsperformedatalowerstandardthantheaverageofthe
participatingnationsonmathliteracyandproblemsolving.Aroundaweeklater,the
TrendsinInternationalMathematicsandScienceStudy2003reportedthatthemath
performanceofAmericanfourth‐graderswasranked12thinalistof25countries.
Chung,Insook.(2004).Acomparativeassessmentofconstructivistandtraditionalist
approachestoestablishingmathematicalconnectionsinlearning
multiplication.Education(ChulaVista,Calif.),125,271‐8.RetrievedMarch8,2005,
fromhttp://search.epnet.com/login.aspx?direct=true&db=qeh&an=BEDI05118158.
pdf
Abstract:Thisresearchstudyinvestigatestheeffectivenessoftwodifferenttheoretical
models,constructivismandtraditionalism,onthirdgradestudents'academicachievement
inestablishingmathematicalconnectionsinlearningmultiplicationbasicfacts.Fourthird
gradeclassesinaSt.LouisareaPublicSchoolDistrictweregroupedintotwosections,each
consistingoftwoclasses.Inthefirstsectionofclasses,studentsweretaughtusinga
constructivistapproach.Inthesecondsectionofclasses,studentsweretaughtusinga
traditionalistapproach.,TheStanfordDiagnosticMathematicsTest(4thedition),Key‐Math
(Revised):ADiagnosticInventoryofEssentialMathematics,andaResearcher‐Made
MultiplicationSurveywereusedtoanalyzethestudy.Thetestswereadministeredas
pretestsandposttests.Thetestscoreswereanalyzedbyrepeatedmeasures‐‐Analysisof
Variance(ANOVA),withaprobabilityleveloflessthan0.05.Theresultsofthethreetests
revealedthatstudentsfrombothapproachesimprovedtheirmultiplicationskills,aswell
astheirunderstandingofthemultiplicationconcept,whichinvolvesbasicfacts0to5.In
addition,therewerenostatisticaldifferencesbetweenthetwogroupsofstudentswith
respecttotheirachievementofmultiplicationconceptsandskills.Reprintedbypermission
ofthepublisher.
Nelson,J.Ron;Benner,GregoryJ.;Lane,Kathleen.(2004).AcademicachievementofK‐12
studentswithemotionalandbehavioraldisorders.ExceptionalChildren,71,59‐73.
RetrievedMarch8,2005,from
http://search.epnet.com/login.aspx?direct=true&db=qeh&an=BEDI04126832.pdf
Abstract:Thiscross‐sectionalstudywasconductedwitharandomsampleof155K‐12
studentsservedinpublicschoolsettingsandestablishedtheextenttowhichstudentswith
emotional/behavioraldisorders(E/BD)experienceacademicachievementdeficitswith
attentiontoageandgenderdifferences.Inaddition,thisstudyexaminedparticulartypesof
problembehaviorsrelatedtoacademicachievement.Resultsindicatethatstudentswith
E/BDshowedlargeacademicachievementdeficitsacrossallofthecontentareas,andthe
deficitsappearedtobestableorworseninthecaseofmathematicsacrossage.There
appearedtobenogenderdifferences.Additionally,externalizingbehaviorswererelatedto
reading,mathematics,andwrittenlanguageachievement;whereas,internalizingoneswere
not.Reprintedbypermissionofthepublisher.
Papanastasiou,ElenaC.;Bottiger,Laurie.(2004).Mathclubsandtheirpotentials:making
mathematicsfunandexciting.Acasestudyofamathclub.InternationalJournalof
MathematicalEducationinScienceandTechnology,35,159‐71.RetrievedMarch8,
2005,from
http://search.epnet.com/login.aspx?direct=true&db=qeh&an=BEDI04110638.pdf
Abstract:Thepurposeofthisstudyistodescribetheresultsobtainedfromasurvey
whosegoalwastoexaminethecombinationofvariablesthathavecontributedtothe
successofamiddleschoolmathclub.Thisisacaseofamiddleschoolinwhichthestudents
areextremelysuccessfulinmathematics,andwherethemajorityofthestudents
voluntarilyattenditsmathclub.Theresultsofthestudyshowthatthestudentshave
positiveattitudesaboutmathematicsandtheclub,andthatsomeofthereasonsthat
influencedthemtoattendtheclubwerethoseofbeingwithfriendsandeatingdonutsat
theclub.Theresultsweresimilarforstudentsofbothgendersandallgrades.Inaddition,
sincepositiveattitudesareassociatedwithhigherlevelsofmathachievement,suchclubs
havethepotentialtoencouragestudentstoenrollinadditionalmathematicsclasseswhile
inhighschool,aswellaspursuingmathematicsrelatedcareers.Reprintedbypermissionof
thepublisher.
Hill,HeatherC.;Schilling,StephenG.;Ball,DeborahLoewenberg.(2004).Developing
measuresofteachers'mathematicsknowledgeforteaching.Elementary
SchoolJournal,105,11‐30.RetrievedMarch8,2005,from
http://search.epnet.com/login.aspx?direct=true&db=aph&an=14636790.pdf
Abstract:Inthisarticlewediscusseffortstodesignandempiricallytestmeasuresof
teachers'contentknowledgeforteachingelementarymathematics.Webeginbyreviewing
theliteratureonteacherknowledge,notinghowscholarshaveorganizedsuchknowledge.
Nextwedescribesurveyitemswewrotetorepresentknowledgeforteachingmathematics
andresultsfromfactoranalysisandscalingworkwiththeseitems.Wefoundthatteachers'
knowledgeforteachingelementarymathematicswasmultidimensionalandincluded
knowledgeofvariousmathematicaltopics(e.g.,numberandoperations,algebra)and
domains(e.g.,knowledgeofcontent,knowledgeofstudentsandcontent).Theconstructs
indicatedbyfactoranalysisformedpsychometricallyacceptablescales.[ABSTRACTFROM
AUTHOR]