1. Theoretical Underpinnings Assignment A Study of Studies
Beverly Stroud
MAED 5040
Spring 2011

2. Oral Retellings
Retelling in your own words aloud what the word problem has identified
students who were able to retell the word problems using language they were familiar with were more susceptible to getting the answer correct
(Cutler & Monroe, 2006)
3. Random events
random events are better perceived as students grow older
as students grow older, they are less likely to perceive luck as having an effect on the lottery
students thought it would be more probable that random numbers pulled would have a better chance of winning the lottery than previous winning numbers
(Watson & Caney, 2005)
4. New math versus traditional
better to invoke both methods into the math classroom
teaching for understanding
communication of ideas among students and teachers
students should be allowed to use calculators
there also needs to be more traditional teaching such as reviewing homework and knowing basic facts of math
(Telese, 2004)
5. Self-efficacy
proven to play a bigger role than mental ability and prior mathematical performance
possible to be improved upon
(Nicolaou & Philippou, 2007)
6. Construct attitude
students never define their attitude toward math as constant or stable
negative attitude can transform into a positive one
(Di Martino & Zan, 2009)
7. Early algebraic reasoning
developed algebraic reasoning skills during their third grade year
could help to provide better achievement for students in later years
(Blanton & Kaput, 2005)
8. Professional development
seemed to be a lack in American teachers understanding the concept of what they were teaching when compared to Chinese teachers
needs to encompass teaching the concepts of math to teachers
(Andreasen, Swan, & Dixon, 2007)
9. Word problem context
students will perform better on word problems that they find interesting, personalized, or have a prior knowledge about
using interesting or familiar scenarios in the context of word problems could be a strategy to help lower performing students
(Wiest, 2002)
10. Visual perception skill and math achievement
a students visual perception skills are directly related to their math achievement
could give cause to students not being able to do such things as memorizing multiplication tables, remembering what they have read in word problems, organizing problems, or not being able to copy down assignments
(Kulp, Earley, Mitchell, Timmerman, Frasco, & Geiger, 2004)
11. Fractions in the united states and japan
Japanese students greatly outperform American students on all kinds of problems dealing with fractions
students in the United States are introduced to fractions earlier than Japanese students
high-performing countries' curricula tend to be more focused (fewer topics in each grade level), cohesive (logical sequencing of mathematical topics) and with higher mastery expectations (much less repetition of the topics across grades)
(Watanabe, 2007)
12. bibliography
Andreasen, J. B., Swan, B. A., & Dixon, J. K. (2007). A framework for identifying stages of teacher change resulting from extended mathematics professional development. Focus on Learning Problems in Mathematics . Retrieved April 24, 2011, from http://www.highbeam.com/doc/1G1-173972090.html
Blanton, M. L., & Kaput, J. J. (2005). Characterizing a Classroom Practice That Promotes Algebraic Reasoning . Journal for Research in Mathematics Education .Retrieved April 24, 2011, from http://www.nctm.org/eresources/view_media.asp?article_id=7228
Cutler, C. S., & Monroe, E. E. (2006). Sixth graders' oral retellings of compare word problems. Focus on Learning Problems in Mathematics . Retrieved April 24, 2011, from http://www.highbeam.com/doc/1G1-153349333.html
Di Martino, P., & Zan, R. (2009). Me and maths: towards a definition of attitude grounded on students narratives . Journal of Mathematics Teacher Education . Retrieved April 24, 2011 from http://www.springerlink.com/content/79v72218ppx4u263/
13. Kulp, M. T., Earley, M. J., Mitchell, G. L., Timmerman, L. M., Frasco, C. S., & Geiger, M. E. (2004). Are visual perceptual skills related to mathematics ability in second through sixth grade children? . Focus on Learning Problems in Mathematics . Retrieved April 25, 2011, from http://www.highbeam.com/doc/1G1-125948684.html
Nicolaou, A. A., & Philippou, G. N. (2007). Efficacy beliefs, problem posing, and mathematics achievement. Focus on Learning Problems in Mathematics . Retrieved April 24, 2011 from http://www.highbeam.com/doc/1G1-173972092.html
Telese, J. A. (2004). Middle school mathematics classroom practices and achievement: a TIMSS-R analysis. Focus on Learning Problems in Mathematics . Retrieved April 24, 2011, from http://www.highbeam.com/doc/1G1-125948682.html
Watanabe, T. (2007). Initial treatment of fractions in Japanese textbooks. Focus on Learning Problems in Mathematics . Retrieved April 25, 2011, from http://www.highbeam.com/doc/1G1-165312366.html
14. Watson, J. M., & Caney, A. (2005). Development of reasoning about random events. Focus on Learning Problems in Mathematics . Retrieved April 24, 2011, from http://www.highbeam.com/doc/1G1-152872827.html
Wiest, L. R. (2002). Aspects of word-problem context that influence children's problem-solving performance. Focus on Learning Problems in Mathematics . Retrieved April 25, 2011, from http://www.highbeam.com/doc/1G1-93211025.html