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National Council Teacher of Mathematics Annotated Bibliography """"""""""""""""""""""""""""" $
Technology used in Math """"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""" %&
Areas of interest """""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""" %'
National Council Teacher of Mathematics Article Reviews """"""""""""""""""""""""""""""""""""""""" #(





Five Math Manipulatives



Link & Learn

Link and learn
chains can be great
tool within the
classroom. They are
bright colors that
attract students. It
promotes students to
use hands on
discovery. Students
can use these
manipulatives in a
variety of different
ways. Students can
be taught the use of
sorting by color. Teach students patterning by linking together different colors in variety
of ways. During my first internship we used these link and learn manipulatives as a way
of making groups of tens. Each pair of students received a mystery bag of links and was
asked to see how many were in the bag. The strategy was to group them in tens to make
counting easier and quicker. Students then linked ten links together to make a chain. This
provided each student with a visual a way to link math into everyday play while children
link them into jewelry, students can count how many links it takes to make a bracelet or
necklace. These could be used on one hundred day. Can be used in as a tape measure
method. These little link and learn are a great tool to have in the classroom. Students will
enjoy this manipulative in more ways than one. It becomes that of an educational
assistance. I have personally used them while teaching a lesson and something that will
become part of my classroom.




Pocket Hundreds Chat

The pocket hundred chart became a popular
manipulative in my interning classroom. This is a
great resource to have displayed in the classroom.
It is a great teaching tool when introducing skip
counting. It shows students the big idea and
allows students to see recurring themes when
counting. Even having smaller hundreds charts in
hard copy form so students can have them at their
desk is another great resource. I played many
educational games during my first internship. Many warm up games were using this
pocket chart. One game was mystery number. I would have the students pretend they
were detectives and I would cover up one to two numbers and give the students clues.
The students would learn critical thinking and problem solving skills, while still using
math language. Students would have to ask questions that would result in my answer
being yes or no answers. Each question resulted in having numbers on the hundreds
charts crossed out or left, depending on which question they asked. This helped students
phrase questions in a manner that eliminated multiply numbers rather than just asking is
the number such and such. Students can clearly see which numbers are greater or less
than others. Can develop number sense and help students with ordinal numbering. This is
a product I would recommend and use daily in my classroom.





Canadian Plastic coins

Plastic or real coins are a huge asset as an elementary
teacher. By the second grade students are introduced to
the concept of coins. Coins are a good resource to use
when talking about skip counting. During second grade
students are skip counting by fives and tens and nickels
and dimes help to reinforce the skip counting method.
Students are taught to make a certain amount of money
only using five or six coins. This introduces the topic of
regrouping. These are valuable resources because they
are also teaching practical life skills. Most students in
the lower elementary have seen the coins around the
house or in the bottom of the purse. By upper
elementary students will really gain perspective and this
will help them when talking about decimals and even
adding and subtracting. The students will not only be


learning the lesson but they will also be engaged and connected with real life skills.
These skills will carry with them for the rest of their lives. I believe coins are a real asset
as a math manipulative.



Base Ten Blocks

Base ten blocks are the king of all the manipulative.
This is one resource that every school and every
elementary classroom should have and should be
available to each student during class time. Base ten
blocks include cubes, rods and units. Elementary are the
key years for learning the basic functions such as
adding, subtracting, dividing and multiplying. These
base ten blocks aid in supporting the students. Base ten blocks have been within the New
Brunswick school systems for some time now, I can remember using them when I was in
school. They are a key component in making the material click when students can see by
adding ten units that it then is regrouped into a rod. When students can actually make that
transaction it becomes cemented into their minds. I have chosen these as a key
manipulative to have in a classroom because they have stood the test of time. They are a
hard plastic, which are durable enough for everyday use and will become an investment
rather than a purchase. They also help students to show their work. It is easier for a
student to grasp a concept when they can use resources to make sense of it all. The
number 47 has more meaning than it comes before 48 and after 46. It can be broken down
and shown many ways. Each student thinks differently and this manipulative allows each
student to display what the numbers means to them and can show many ways to
reproduce it. I strongly believe these are a key resource that should be in every classroom
and that it will only help students gain a better understanding of the material.


Balance Scales

I personally never knew the importance of
the balance scale until my first internship.
The balance scale became a key component
in teaching students what the symbol equals
means. They are also the first step in
teaching lower elementary students the first
steps of adding and subtracting. I personally
used these while teaching a few lessons and the students loved seeing how many were in
each side and explaining why the scale was balanced, equal or unequal. I believe it is
important for students to be hands on in learning. Having the students place them in each
side and seeing what the results would be was entertaining for them. They were such a
big part of their learning that later on in their work sheets they would draw their own

scale to show the meaning of the numbers. I believe these were a worthy manipulative to
be discussed and recognized as an important part of math and even could be used in
science. This is one manipulative that is something that students can see the change and
the effect. Balance scales are important lesson when learning what the word or equal
symbol means and basic functions of adding and subtracting. This is why balance scales
are in my top five manipulative.











National Council Teacher of
Mathematics Annotated Bibliography



1. Mattone, L. (2007). I know an old lady: using childrens literature to explore
patterns. Teaching Children Mathematics, 14(4), pp. 202-205.



Mattones article I know an Old Lady: Using Childrens Literature To Explore
Patterns is a compelling read in the NTCM journal. This article promotes cross-curricular
navigation and displaying the ability to peak interest in mathematics in a new inventive
way. The article is based in a Kindergarten class where a dedicated teacher wants to
advance her students knowledge of patterns and algebraic thinking. Mattone states that
it is never too early to develop a foundation for algebraic thinking and that these basic
functions are a part of everyday life and can be found in every subject. Math is not an
isolated concept but it should be incorporated into daily activities to build these
foundations and advance students in a well-rounded creative way of learning. Mattone
combines generic patterns and ordinal number sense as patterns while reading basic
stories or songs. That pattern can be found throughout the classroom, many storybooks
and can easily created using a pocket chart for students to visual see. When students can
visualize and connect with learning it creates a spark, a desire and this is what Mattone
presents to the reader in this NCTM article.

Cross-circular learning is something that I believe is important to integrate into
lessons. Each student is different and some students need to find connection for the light
bulb to click. I think it is essential for students to make the most out of learning and
combining language arts with mathematics can do this. Teach students to be aware and to
become critical thinkers and problem solvers. That there is no one-way of learning and
every experience can create a new learning opportunity. It is never too early to introduce
an algebraic foundation into a students life, it will only enhance their understanding. I
personally enjoy the idea of developing a simple storybook into an engaging read aloud
but also creating a mini math lesson. This is a wonderful idea for lower elementary
grades and something to be aware of. Mattone has illustrated many wonderful storybooks
that can develop an over all understanding of mathematics as well as language arts.




2. Britton, B. (2006). Patterns galore. Teaching Children Mathematics, 12(6), pp. 296-
298.



Patterns Galore is a great article that introduces number patterns on the 0-99 chart.
This article poses open-ended questions to see how many patterns can be located in the 0-
99 chart. It describes ways in which it can be altered for younger students as well as older
students. It offers ideas in which can make the question more challenging. This is done by
showing the patterns on a hundreds chart simply because not all the same patterns will be
the same as the 0-99 because 100 sometimes poses a problem, however they guide the
teacher into asking the students why the pattern is broken. Another great idea behind
Brittons article is that the purpose was to gain an understanding for students. The
challenge was offered to pose the pattern problem to students and have the teacher submit
the findings, this way of thinking lets school districts know where students are. This is
also great way to get to know students. It may be a good idea for schools to try this and
submit to principals just to be aware at what is happening and how students are
progressing.
What I enjoyed about this article was that they made a game out of finding a
pattern within the 0-99 chart. This has value in itself especially for lower elementary. It is
never to young to start to show how the hundred chart works. I would use this to help
students learn to skip count by twos, fives or tens. They can see the pattern of how the
numbers work. During my internship in a Grade 2 classroom we focused on working with
the 0-99 chart showing the patterns that arise when counting. Having students also
explain the pattern or tell why they believe this is a pattern is showing problem solving

skills, algebraic thinking and mathematic reasoning. I find this to be an interesting
approach to patterns and that patterns do not always have to be shown by colored blocks.
Students can become familiar with locating patterns and the hundreds chart. I also like
they provided a kind of script so that the reader saw the whole picture. Brittons article is
worth the read to enhance students understanding of patterns and basic skills such as
counting and ordinal numbers.


3. Holly, K.A. (1997). Patterns and functions. Teaching Children Mathematics, 3(6), pp.
312-313.

Pattern and Functions is an older journal article from The NCTM database,
however I chose it because some of the ideas still apply. We still use some of the same
materials to teach students today. I also believe in trying whatever it is to make sure that
the student understands patterns and there functions because they are basic foundation to
learning mathematics.
Holly states that patterns are to be explored and become discover base. That it is
helpful for all ages of students to have visuals and to incorporate blocks or cementer
cubes for a tactile element. The article is broken up into grade levels, which makes it
nice, because it is then tailored to the age group. The article starts out for Grades K-2 and
talks about some weekly activities that could be done to reinforce the students
understandings of patterns and how they function. For each grade there is an extra
challenge hidden in the function as the grade increases.
I do like the fact that each grade was illustrated for the teachers and the lessons
are suggestions are easily adaptable for current math manipulatives and how math has
advanced. I do believe that this is a valuable source and would be worth the read.


4. Billings, E.M., Tiedt. T. L., & Slater. L.H. (2008). Algebraic thinking and pictorial
growth patterns. Teaching Children Mathematics, 14(5), pp. 302-308.

Algebraic Thinking and Pictorial Growth Patterns NCTM article displays how
all mathematics is linked together to create the big idea. As far back as Grade 2 this
article shows the importance of patterns and how they all lead to higher algebraic
thinking, which occurs in Middle School. The value of learning at a young age becomes
apparent as the article speaks of a little girl in Grade 2 that learns number sense by
questions that the teacher asks and finding the pattern from within the people. Later on in
the article they introduce us to a young boy who sees the recurring pattern as they were
displayed in dots, however he had to connect dots to something else such as the letter
L. It is mentioned that when teaching students patterns it becomes more apparent to the
student when they can relate to objects they are familiar with. The article states that
pictures such as people wearing hats or pattern blocks in the shape of ice cream cones are
easier to be spotted than with just plain dots.
This article proves how important elementary math is and that each student needs
to grasp these concepts to continue on with higher learning. That math is all
interconnected. Something as simple as a pattern proves to be a man component in
algebraic thinking. I believe this article states the importance and shows emphasis on how
much math matters and how patterns are key in students education.





5. Hoffman, J., Ziemba, E.J. (2006). Sorting and patterning in kindergarten: from
activities to assessment. Teaching Children Mathematics, 12(5), pp. 236-241.


Nis. Ziemba is a kinueigaiten teachei who bieaks out of the molu of math
woiksheets. " Soiting anu Patteining in Kinueigaiten: fiom Activities to
Assessment" NCTN aiticle pioves to be a woithy ieau. The methous of Nis.
Ziemba's teaching aie to cieate math centeis anu have the stuuents' gage theii own
leaining. Nath manipulative aie a big pait of this Kinueigaiten teachei's classioom,
especially when talking about patteins anu suppoiting objects. Baving the stuuents
actually cieate a pattein fuitheis the stuuents leaining. She uses the NYCN
stanuaius to assess theii euucation pace. The centeis allow iesponsibility anu gives
meaning to the activities veisus sitting still anu completing woik sheets. To help
assess stuuents unueistanuing she has stuuents uiaw anu coloi the pattein they
cieateu as well as incoipoiate a little wiite up on the pattein. At the enu of the class
she takes the last couple moments asking stuuents to shaie with the iest of the class
what they leaineu oi allow them to show anu explain the math uiawing. Stuuents
begin oial piesentation skills at a young age as well as incoipoiating Liteiacy anu
Nath.
This aiticle was veiy infoimative. I am use to seeing centeis in Liteiacy but it
is nice to see an alteinative to basic woik sheets oi SNART Boaiu activities. This is a
nice foim of connecting bouily kinesthetic into a math lesson. Allowing stuuents to
uiscoveiy the wonueis of soiting anu patteins. I ieally enjoyeu this aiticle anu it will
be one that I iefei to foi helpful iueas at the lowei elementaiy giaues.


6. Moyer-Packenham, P.S. (2005). Using virtual maniplulatives to investigate patterns
and generate rule in algebra. Teaching Children Mathematics, 11(8), pp. 437-444.

Noyei-Packenham engages ieaueis with thiee lessons in which viitual
manipulative aie useu as a guiuing tool as well as pioviuing stuuents with the ability
to still think ciitically with a pioblem solving mentality. This is a useful NCTN aiticle
because Noyei-Packenham cleaily states the mateiials useu, the base of each lesson
anu even a woiksheet foi testing the stuuent's knowleuge. The aiticle was wiitten
in 2uuS but was well on the way of the 21
st
centuiy style leaining useu touay in
2u14 classiooms. Theie aie many options in upuating the techniques Noyei-
Pachenham uses. I also enjoy how the aiticle states step by step the couise of action
in piouucing the lesson. It cleaily states anu also allows stuuents to use math
language anu encouiages stuuents to communicate why it is a pattein anu how it
woiks. I like how this is uiscoveiy baseu, stuuents aie engaging in theii leaining anu
have the options to communicate the pattein connections in wiitten oi oial foim.
I woulu use Noyei- Pachenhams iueas foi highei algebiaic thinking by
intiouucing numbei patteins as well as giowing shape patteins. I like how this
aiticle incoipoiates technology anu using the NTCN website howevei it is moie
likely that I will integiate a lesson like this using a SNART Boaiu activity that coulu
be cieateu anu have the actual manipulatives available on the tables foi all stuuent
to follow along with. I believe this is a gieat way to incoipoiate patteins anu a gieat
base foi algebiaic thinking, an aiticle that coulu be easily iefeiieu to foi futuie
lessons.


Technology used in Math








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This is a gieat leaining tool foi
any subject. Biain pop }i. is a website
that iequiies you to be a paiu membei.
It is a usei-fiienuly site anu easy to
access with a membeiship, available
foi any elementaiy giaue oi subject.
This website has mini lesson viueos
that aie infoimative anu kiu fiienuly. It
focuses on the impoitant aspects anu
ielates it to stuuents. The chaiacteis
aie consistent anu allow stuuents to connect with them. The website pioviues
numeious activities fiom euucational games, quizzes, mini lesson viueos to even
piintable activities. The membeiship can be bought as a school, classioom oi just at
home. I peisonally useu this website uuiing my inteinship anu the stuuents ieally
enjoyeu watching the chaiacteis explain the concepts. I ieally enjoy this website anu
it will be one that I iefei to in my futuie teaching expeiiences.














203+45 6+75



https:www.splashmath.com

The website Splash Nath is a fun anu inviting website foi stuuents oi teacheis. The
website is cleaily laiu out by giaue anu the uiffeient units that aie involveu. The
website is usei fiienuly anu a gieat way foi stuuents to piactice theii math skills.
The games useu to piactice such math skills aie in the foim of inteiactive games. It
is a website to be signeu up foi but it will be woith the time. Stuuents will enjoy
playing these math games as well as piactice the skills leaineu in school to help
enhance leaining.


























68+49*84 /: ;8-7*+3 <8-=8->? @/9<9A8 B,=8/




http:www.youtube.comwatch.v=1jvZiucNBls&featuie=ielmfu


YouTube is a gieat iesouice in teaching. Theie aie many euucational viueos that
can help fuithei stuuents leaining. This viueo I founu woulu be gieat foi oluei
stuuents leaining Neasuies of Cential Tenuencies (Nean, Neuian anu Noue). Paul
Bevoto cieateu this viueo. Be cieateu a iap song that allows stuuents to make
connections to Neasuies of Cential Tenuencies. This is a gieat iesouice because he
iaps the song howevei he also slows the song uown so stuuents can follow along. Be
also mouels the woius allowing stuuents' to fully unueistanu what he is talking
about. This woulu be a fun way to intiouuce Neasuies of Cential Tenuencies to a
class.















26CD< )/+*= C>7,E,7?

This SNART Boaiu activity is a gieat way to intiouuce gieatei oi less than
techniques to stuuents using alligatois. I have peisonally useu this SNART Boaiu
activity in my fiist inteinship. It was one that my Co-opeiating teachei hau anu I
ieally enjoyeu it. The stuuents aie intiouuceu to the alligatoi by listening to a song
anu following along with the lyiics, which allows stuuents to fully, engage. It was
February 13, 2014
Comparing Numbers:
Greater Than, Less Than, Equal
Touch the alligator to hear the song.
Name the sign.
ess than
Greater than
Compare the numbers.
45
23 42
81
18 62 36
54
Compare the numbers.
465 764 510 515
277
282
997 997
Trace the signs.

explaineu to stuuents that the gieatei sign points in the uiiection of the gieatest
numbei. That the gieatei than sign points to the laigei numbei because he she is
veiy hungiy anu neeus to eat the laigest numbei to fill his stomach anu the less than
sign points to the smallei numbei. This allows stuuents to actually visualize anu
become familiai with the gieatei than oi less than signs anu connecting it to music.














































Areas of interest

;*8+7,E8 6+75 )//F
This homemaue book was cieateu anu intenueu foi uiaue 2 class specifically foi the
geometiy unit. This book intiouuces stuuents to the wiue woilu of shapes that they
may see eveiyuay. In the book two boys aie packing foi a camping tiip anu notice
how eveiyuay objects aie pait of leaining. Things the boys see eveiyuay come to be
vieweu in a math light. This book also incoipoiates a liteiacy point of view but the
content is mathematics. This coulu be a gieat iesouice in a classioom to open up the
minus of stuuents anu let them see the woilu in a mathematical light. When the
book was cieateu at the back we pioviueu a hanus on activity of making a tiiangulai
piism using toothpicks anu mini maishmallows as a hanus on activity anu a little
questionnaiie foi stuuents to engage with. This coulu be a gieat way to intiouuce
new shapes anu let stuuents open theii woilu to them.





6+75 1/9*-+3

Beai Nath }ouinal,

Pinteiest is a wonueiful way to finu new anu inventive ways to teach math. It is
not just the stanuaiu textbook anu woiksheet foimat anymoie. Nath can take moie
of a uiscoveiy base leaining appioach. It is becoming moie inteiactive anu engaging
foi stuuent anu makes leaining fun. While suifing thiough the euucational tab on
pinteiest I stumbleu upon this fun way to teach stuuents an exciting way to auu anu
the actual uynamites of it. I think this a gieat visual foi stuuents to leain auuition.
The stuuents can actual place the uiffeient amount of objects uown each tube anu
once they have maue
it to the bucket.
Stuuents can
ueteimine the sum, by
counting the items in
the bucket. Bave
stuuent cieate the
equation uepenuing
on the numbei of
objects into each tube.






Beai Nath }ouinal,

Telling time can always cause pioblems within a classioom, especially with many
kius living in a uigital age. I can iemembei it causing a lot of pioblems with my
whole class when I was youngei. As I suifing thiough Pinteiest I founu a fun anu
uiffeient way to intiouuce telling time to stuuents. Shown aie two uiffeient ways in
teaching stuuents how to tell time. The fiist pictuie is shown by blocks that link
togethei oi you coulu use Legos. This pictuie cleaily shows that between each
numbei aie S blocks that iepiesents S minutes anu the insiue of the clock aie the
numbei shown. The seconu pictuie is simple anu coulu be maue with each stuuent
by just using 2 papei plates. I believe they coulu be useu to aiu the leaining anu give
a complete unueistanuing of time. These both aie gieat ways foi stuuents to woik
hanus on with time.























Beai Nath }ouinal,

It is impoitant foi stuuents to fully unueistanu numbei sense. Place value anu how
numbeis can be shown in uiffeient ways. 0nce again Pinteiest follows thiough by
piesenting two uiffeient ways in showing numbei sense by making it easy to
unueistanu. I think these aie fun ways to engage stuuents anu can even be
something to be maue anu useu at a math centei. The place value sliuei is a gieat
way to keep stuuents on the iight path of using place value without having to uepict
it by using manipulatives. These aie two things that I woulu like to make to have as
tools in my classioom so that stuuents have a vaiiety of ways to keep piacticing
numbei sense.






G-78*E,8H H,75 + 279=8-7


G-78*E,8H +A/97 6+75"
A 1u-yeai-olu giil fiom Campbobello Islanu answeiu some questions about some of
hei thoughts on math in hei school. As a uiaue S stuuent she shaieu some of hei
thoughts anu feelings on math cuiiently anu also thioughout hei elementaiy Caieei.
This young giil seems to be enthusiastic about math. veiy inteiesting to heai some
math stoiies fiom this young lauy.

%" I. What giaue aie you in.

C. I am in giaue S iight now

#" I" Bo you like math, why oi why not.

C" I uo like math actually it is my favoiite subject! I uon't know why I like it I always
just got it. It maue sense to me.

J" I" Boes youi teachei pioviue you with manipulative to help enhance youi
unueistanuing of the concepts.

C" If we neeu them they will usually pioviue us with the mateiials but we noimally
uon't. They aie placeu in the coinei behinu oui uesks. We aie woiking with uivision
anu multiplication now anu uon't ieally neeu them.

&" I" Bo you finu the use of manipulatives helps you.

C. I uon't ieally use them that often.

(" I" Bo you like to woik with a buuuy while uoing math oi iathei woik alone.

C" I woulu iathei woik alone than woik with a buuuy.

$" I" What is youi favoiite pait of math.

C" Nultiplication oi uivision woulu piobably be one of my favoiite paits of math.

K" I" Can you tell me about EPuY piogiam.

We hau to go on it eveiy night anu it was just a bunch of questions to answei. It
shows what level you weie in math. It got haiuei as you went on.

L" I" Biu you have to uo it eveiy night.


C" We weie supposeu to get 9u minutes in a week anu the sessions weie 2u minutes
each. So we aie suppose to uo it eveiy night.

'" I" What giaue wheie you in when you weie uoing this piogiam.
C" uiaues 2-4 I uiu this piogiam. School pioviueu the link foi us to go on at home

%M"I" Biu you finu it fun oi a hassle.

C" It wasn't that haiu, pietty easy to uo wasn't much of a hassle at all it was just
basically the homewoik that we hau t uo.





National Council Teacher of
Mathematics Article Reviews


1. Carter, S. (2008). Disequilibrium & questioning in the primary classroom: establishing
routines that help students learn. Teaching Children Mathematics, 15(3), pp. 134-
137.
Math can be a concept in which some students find difficult. Math for a lot of
students can feel frustrating, scary and like they are not good at it so why keep trying. It
can be at that moment when the teacher has to change the dynamic of the classroom. That
is what Susan Carter does with her article Disequilibrium &Questioning in the Primary
Classroom: Establishing Routines That Help Students Learn.
Carter relieves the stress students put on themselves by encouraging them to give
one hundred percent and to pushing through the struggle that eventually all things will
click. She once felt that by making students happy she was succeeding as a teacher but
she later on found that explain to them that struggling with a concept is natural and is part
of learning. She provides students with the foundation to ask questions and work through
the answers together as a whole class. That student can discovery the meaning of math
through observation and critical thinking skills. She describes a scenario of a grade 1
classroom that are just learning place value. They are trying to understand what the

number 3 means in the number 38. A variety of answers were provided and together by
brainstorming they discovered what materials might help them figure it out. The class
worked together and the student could observe as they were using the base ten materials.
Carter encourages students to assess their understanding as thumbs up, thumbs down or
thumbs sideways method. Allowing students to guide their own learning. Allowing them
to know that struggling with concepts is the first step to learning.
This is a great article because this is a situation that is common in primary
mathematics. Teachers need to know that if they are not the only ones experience
difficulty when teaching key concepts. Carter made an anchor chart with common key
mathematical questions that are good to help understand. I think that questions are the
gateway to understanding and when having some good questions available for students it
might be easier for students to make their concerns known to the teacher. Help pin point
the spot they need help with. Carter has a fantastic real life article that all teachers should
become aware of.


2. Kline, K. (2005).Learning to think and thinking to learn. Teaching Children
Mathematics, 11(8), pp. 437-444.

A classioom is a unique enviionment. Each is maue up of a wiue iange of
leaineis. Each stuuent leains uiffeiently anu piocesses infoimation uiffeiently. This
can often times be a task when it comes to math. Simply because math is a logical
concept wheie eveiyone is stiiving towaiu the same answei; often it can be haiu to
finu ways to think outsiue of the box in this case. What teacheis neeu to know is that
theie aie uiffeient types of leaineis. Kate Kline's aiticle "Leaining to think anu
Thinking to Leain" helps those in this fielu unueistanu key components to helping
stuuents thiive in a math classioom.
Kline begins by talking about intioveits anu extioveits. These stuuents will
become appaient iathei eaily on. She tells us to keep in minu extioveits tenu to uo
theie thinking out louu. 0n the othei scale intioveits tenu to mull ovei theii answei
often times too long wheie. In a case such as this they miss the oppoitunity to
expiess theii thoughts because the class has moveu on. This aiticle helps to uevelop
iueas to incoipoiate a well -iounueu leaining expeiience foi all, this happens to be
uone with mathematic lenses as Kline helps fellow teacheis become awaie of
pioblems anu how to ovei come them.
Whole gioup leaining is something this aiticle focuses on. Kline peimits
stuuents to become awaie of leaining in a gioup setting. She backs up hei way of
teaching by stating that stuuents can leaining fiom othei stuuents' answeis anu
have the whole gioup woik collaboiatively togethei. Kline is a fiim believei in

nevei piaising if the answei is iight oi wiong. She allows the stuuents to tell hei the
answei. Stuuents in hei class leain thiough questions anu iesolving the answei
togethei. She pioves hei ieasoning by engaging the ieauei in uialog fiom situations
that coulu aiise.
I believe Kline has a woithwhile aiticle. It allows teacheis to help finu ways
to connect with theii stuuents anu engage all stuuents in leaining. She has gieat
iueas anu is something all teacheis shoulu become awaie of.


3. Cook, C. D. (200). I scream, you Scream: data analysis with kindergartners. Teaching
Children Mathematics, 14(9), pp. 538-540.

Young stuuents finu uata analysis fun anu exciting. The coloiing of the
giaphs, asking of the questions can engage the stuuents anu can be a goou way to
incluue social skills anu inteiactions into mathematics. Bowevei, Caiolyn Cook took
hei Kinueigaiteneis uata analysis skills to the next level. She was confiuent hei
stuuents coulu conquei the basic questions such as types of favoiite spoits, favoiite
coloi anu so on, so she engageu hei stuuents into a pioject foim of uata analysis
insteau.
She alloweu hei stuuents to foimulate seventeen questions anu she founu
pictuies to iepiesent them. Bei main goal in this pioject was to ask questions, get
the stuuents actually involveu in the piocess. Not just foi the fun of asking a fiienu
questions, but to finu the math behinu those questions anu go thiough the steps of
foimulating uata. Togethei the stuuents naiioweu uown the oiiginal seventeen
questions to just one that they weie all to ask. The stuuents uevelopeu moie
vaiiables to the giaph anu came up with how they coulu avoiu stuuents asking
otheis twice. This is a gieat iuea, letting the stuuent gage theii own leaining anu
unueistanuing of giaphs when they make one togethei the infoimation on the
piocess of a giaph will be embeuueu into theii minus. The style of giaph was
naiioweu uown to a hoiizontal bai giaph anu veitical bai giaph. The stuuents weie
alloweu to choose how best to iepiesent theii own giaph. Afteiwaiu the stuuents'
iesponueu to questions askeu about the giaph.

What I like about this aiticle is that stuuents weie hanus on with the whole
piocess of cieating the giaph, iight uown to the iepiesentation of it. I think the
fieeuom of choice makes a big uiffeience in stuuents leaining. It is fun anu engaging
anu they aie able to ask questions. This is a uiscoveiy baseu leaining in math, which
allows stuuents to ieally unueistanu the piocess anu fuithei moie have a bettei
giasp on the concept. I believe this is a goou way to allow choice anu gage lessons
on the class uynamic, which ultimately pioves to be beneficial in stuuents leaining.