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Annotated Bibliography

"American Public Schools Begin Teaching New Math." Science and Its Time, edited by Neil

Schlager and Josh Lauer, vol. 7, Gale, 2001. Student Resources In Context, 10 Feb. 2019.

<​http://link.galegroup.com/apps/doc/CV2643450762/SUIC?u=rive31076&sid=SUIC&xi

d=3ec7daa0​>

In the reading, the authors Neil Schlager and Josh Lauer, analyze the history and

development of mathematics in America. They support their claims by discussing the research

educators and other researchers have discovered throughout the years. Implementing New

Mathematics in American education has been a very difficult challenge. Schlager and Lauer

make the case that even though researchers and enforcers from the National Council of Teachers

of Mathematics were motivated to first implement the New Mathematics in public schools, it

brought varies issues. Baby Boomer struggled with the New Mathematics which caused

researchers to reevaluate the class courses. This reading provides an overall view of the cause

and effects of trying to apply New Mathematics in American public schools which can help me

understand the history of past mathematical curriculum and how to help those who are

struggling. I want to make a collection of math hacks for high school students to use in their

current high school math courses.

"Curriculum Changes." American Decades, edited by Judith S. Baughman, et al., vol. 3:

1920-1929, Gale, 2001. Student Resources In Context, 10 Feb. 2019.

<​http://link.galegroup.com/apps/doc/CX3468300769/SUIC?u=rive31076&sid=SUIC&xi

d=66f586cb​>
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In the article, editor Judith S. Baughman explains how the educational curriculum has

changed throughout the years. In the text, the Dalton Laboratory Plan and the Contract Plan are

used to explain the different curriculum approaches educators have taken. Each plan is different

from each other but they both have a successful result. There are many ways of teaching but not

all ways work for everyone. Changing the curriculum in school can be tricking if not done

correctly. The article explains how some parts of a new curriculum could be misunderstood or

simply not there when the curriculum is changed. Most educators even try to resist the change

because of the risks it brings. Currently, in the RUSD district math course have changed from

“traditional math” to integrated math. There are students that are struggling to adapt to the new

math because it is something they are not used to. However, by creating a collection of strategies

for their math course, it will help guide them through their difficulties.

Gewertz, Catherine. "Retooled Courses Help Students Avoid a Remedial-Math Roadblock to

College; Students escape the remediation trap via courses on math reasoning and

statistics." Education Week, 23 May 2018, p. 14. Student Resources In Context, 10 Feb.

2019.

<​http://link.galegroup.com/apps/doc/A541298014/SUIC?u=rive31076&sid=SUIC&xid=

90242a2e​>

In the article, Catherine Gewertz discusses how college courses have taken a new

approach to help students understand mathematics. Gewertz explains how colleges like Madison

Area Technical College have adopted a new math course known as Quantway 1 and 2. Carnegie

Math Pathways developed this new mathematical course and it has been very successful. This

course uses real-world problems and applies them to mathematics to help students better
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understand the subject. Research has found that students do in fact learn better with this course

and are even encouraged to continue learning math. The success of this course has inspired high

schools to start offering similar courses to students. Allowing a different approach to a tough

concept and thus giving students hope. As a senior in high school finding the right approach to

understanding a math problem is hard when there are so many strategies. By making a collection

of different ways to approach a math problem, students are less likely to get stuck.

Klass, Perri. "An Antidote to Math Anxiety." New York Times, 2 May 2017, p. D4(L). Student

Resource In Context, 10 Feb. 2019.

<​http://link.galegroup.com/apps/doc/A490975255/SUIC?u=rive31076&sid=SUIC&xid=

2ca03851​>

In the article Klass hopes to establish the impact math anxiety has on students not only in

America but also around the world. After examining the perspectives of different researchers

from the University of Chicago, math anxiety seems to develop as early as childhood. Math

Anxiety can be traced back as far as Kindergarten. When a child first starts learning, they learn

the subject but don't seem to understand the concept. Another factor that has been found is the

role of parents in their child’s education. If a parent doesn’t teach or help their child with

mathematics, the child finds it harder to do their math homework. Math anxiety is becoming a

more known issue within students all around. Later throughout their education, they appear to

struggle in mathematics. Students tend to struggle and don't always ask for help from teachers. I

want to know what causes math anxiety to be able to provide a resource for students to

understand the concept they don't seem to comprehend in their math classes.
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"Mathematics Framework for California Public Schools." 2015. California Department of

Education Sacramento. 10 Feb. 2019

<​https://www.mydigitalchalkboard.org/cognoti/content/file/resources/documents/b7/b771

959c/b771959c9673c5764ed5c7222d6d009e8221158f/MathFrameworks_chalkboard.pdf

>

In the selected reading from the California Department of Education, Sacramento, it

establishes the framework of different math courses. The California State of Education adopted

this same framework. The text goes into detail on the different lessons or "conceptual concepts"

students are expected to learn during that course. The text also outlines the standards of each

specifical mathematical course and gives explanations and examples for each standard. Towards

the end of each section, an overview is given for the specific math course. Known as the

Integrated Pathway, Math 1, Math 2, and Math 3 are the math classes in RUSD high schools

today. These courses are new to students and many have difficulties understand the material.

Based on the information fro the Mathematical Framework for California Public School, I can

create a collection of strategies students are sure to find useful in their math courses. The

framework will help guide me on the specific concepts I should focus on more to help other high

school students.