Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Tiana C. Tibbs
Spring 2010
Statesboro, Georgia
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As a third year math teacher, I have been under pressure to get the Criterion Referenced
Competency Test (CRCT) Math scores up. Across the state of Georgia, many students score low
on the CRCT Math and in the county I work in, the math scores are even lower than the state’s
average. When I got into teaching, I did not realize how much of a weakness math was to the
average middle school student. As I was growing up, even though math was not my favorite
subject, I did not find learning math difficult. When I decided to become a teacher through the
Teacher Alternative Preparation Program (TAPP), I was told I would teach math because of my
major. Going through those TAPP seminars, they taught you the basics of teaching but I feel I
did not learn effective strategies for teaching mathematics to help my students. My intended
goals for this research is to find out what I can do to make my students successful in mathematics
where it can also lead to an increase on math scores on standardized tests, particularly the CRCT.
The databases that I primarily did my research on were the Academic Search Complete
and the JSTOR via Google Scholar. If the article was not available for viewing through these
databases and appeared to be helpful in my research based on reading the abstract, I looked for
the article through Google. I mainly concentrated on articles that focused on strategies and
interventions to use during instruction and the perceptions of a middle school student when it
comes to mathematics.
Dumais, S. (2009). The academic attitudes of American teenagers, 1990–2002: Cohort and
doi:10.1016/j.ssresearch.2009.05.010.
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This article is about students’ attitudes on mathematics achievement test scores. It analyzed their
extracurricular participation on how it affects their mathematics achievement test scores. The
study was done using data from the National Education Longitudinal Study of 1988 and the
Educational Longitudinal Study of 2002. The author compared the results from the students who
were class of 2002 and 2004. The author also compared the attitudes and activities between the
Legg, A., & Locker Jr., L. (2009). Math performance and its relationship to math anxiety and
http://proxygsu-
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This article is about how math anxiety affects students when it comes to their performance in
math. The math anxiety can lead to avoidance of careers that requires math skills and taking
college math courses. What contributes to successful math thinking are the ranges from the
components operating within the memory system that helps with problem solving and the use of
cognitive strategies. The author examines what mechanisms are involved in the intrusion of
anxiety in performances such as individual differences in working memory capacity and the
O'Donnell, B. (2009). What effective math teachers have in common. Teaching Children
http://bethesdaes.org/teacher/documents/article-effectivemathteachers.pdf
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In this article, it talks about strategies to getting your students to problem solve. As teachers, we
do not give our students that much faith and time when it comes to working a problem and we
follow procedural steps to help guide them to the correct answer. The article says as teachers,
we should do the opposite of that and provides the strategies on how to guide our children
grades 4 through 9. Phi Delta Kappan, 86(4), 297-303. Retrieved from http://proxygsu-
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9h&AN=15259612&site=ehost-live
This article is about an alternative approach created by Stanley Pogrow. He talks about in the
article how many students are uninterested in problem solving that requires real life examples
that most adults encounter. Relating math to the “fantasy” world or another concept that students
enjoy is the way to go about building their problem solving skills. His approach creates higher
order thinking skills in students which in turn will improve their abilities in math and
standardized tests.
Poncy, B., Skinner, C., & Jaspers, K. (2007). Evaluating and comparing interventions designed
to enhance math fact accuracy and fluency: Cover, copy, and compare versus taped
doi:10.1007/s10864-006-9025-7.
In this article, it talks about procedures to enhance math fact accuracy and fluency in elementary
students. Many students lack in the basic skills that affects students later on in middle grades
mathematics. This article discusses several strategies and procedures to allow students to acquire
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basic computation skills. These strategies will help facilitate subsequent levels of skill and
concept development.
Schorr, R., Firestone, W., & Monfils, L. (2003). State testing and mathematics teaching in New
Jersey: The effects of a test without other supports. Journal for Research in Mathematics
In this article, it talks about the teaching practices of some New Jersey teachers. Their state test
has been aligned with state and national standards. Teachers said they are practicing different
strategies for their lessons to reflect the state and national standards and the test, however, direct
observations are not showing these changes. With the absence of effective professional
development, there are minimal changes in teaching practice in preparation for the state test.
Strong, R., Perini, M., Silver, H., & Thomas, E. (2004). Creating a differentiated mathematics
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This article focuses on the different mathematical learning styles. It also provides different
strategies to adapt to these learning styles to facilitate student learning. The article has several
different models and styles on how to instruct a mathematics course. It mentions how to assess
the students. If a teacher assess a student one way, it may not be fair for someone who has a
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Switzer, J. (2010). Bridging the math gap. Mathematics Teaching in the Middle School, 15(7),
http://www.nctm.org/eresources/view_media.asp?article_id=9177
This article focuses on bridging the gap between connections learned in elementary school and
middle school students. Middle school teachers may often have some sense of what the students
learned in elementary school, there are many factors that inhibit communication between
elementary and middle school teachers on how and what math that students learned in
elementary school. If teachers have an idea of their students’ prior knowledge, it helps middle
school teachers to better bridge the gap between elementary and high school.
Witzel, B., & Riccomini, P. (2007). Optimizing math curriculum to meet the learning needs of
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In this article, it talks about an 8-step strategy to help teachers make their math lessons more
effective to increase math achievement in all students. It has been reported that students about
30% of students are scoring below the basic level. Most of the math’s content sequence and
objectives are based on the adopted mathematics textbook. There is a need to develop effective
strategies to better implement mathematics curriculum and materials. The author provides
adequate and appropriate modifications to help increase the achievement in mathematics for all
students.
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The articles that I found were very useful and beneficial to me as a teacher. I was able to
find ways on how I can change my instruction in hopes to improving math scores on the CRCT.
One of the articles that I found very interesting was by Switzer (2010). That article hit right at
home. As a 6th grade teacher, I have a hard time figuring out what math was taught and how it
was taught. I am always learning different concepts from my students each year I have taught to
help me get an idea of what they have learned and how they learned it. Since we are using the
Georgia Performance Standards which is completely different from how I learned in school, I
need to understand where my students are coming from. One of the techniques that the article
focuses on is alternative algorithms. It takes on a different approach than the traditional way of
developing conceptual understanding of operation, number, and place value. Students are
encouraged to invent their own strategies for solving problems and explain why those strategies
work. It helps students develop the type of understanding needed to accomplish these
mathematical goals (Switzer, 2010). The alternative algorithm approach, I feel, is a great tool to
help students who are still weak in basic skills in middle school.
students to an answer instead of allowing them to find it on their own even if it causes
frustration. There have been many times where I have altered an assignment only because I felt
like the question(s) was way over their head and I did not want to build any frustration on their
part or even for me. Life is not that way. According to O’Donnell (2009), as teachers, we need
to give our students the responsibility and set high expectations for them. When it comes to
standardized tests like the CRCT, we cannot be there for them and help guide them to the correct
answer to the tests. That will only build more frustration on their end with frustration that they
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are not used to. Engaging students cognitively is an important part of learning and we must allow
Also, what I really found interesting was in the article by Strong, Perini, Silver, and
Thomas, (2004). I hear the word “differentiate” all the time and I think I am doing it in my
instruction but I can do a better job of it. I thought it was an easy task but it is not. The
strategies in the article were very useful to use in my instruction. However, what I found even
instruction but not assessments. I never thought one assessment may be fair to one student but
unfair to another.
approaches I can use in my classroom in the last couple of months of doing research than the
three years I have been teaching. I am also going to take some of these approaches and share it
with my co-workers because they are in the same situation as me and they do not know where to
start. Hopefully, I will see some improvement next year with my students and seeing an increase