Our Annotated Bibliography
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Respective articles used in our research are listed and annotated below and are also each available as PDF files.
Din, F. S. and J. Caleo (2000). Playing Computer Games Versus Better Learning.
This study investigated whether kindergarten students who played Sony Play Station (Lightspan) computer games learned better than peers who did not play such games. Participants were 47 African-American kindergartners from two classes of an urban school in the Northeast. A pretest and posttest with control group design was used in the study. The experimental group played the games for 40 minutes per day in school for 11 weeks. The Wide Range Achievement Test-R3 was used for measurement. Findings from data analysis via ANCOVA indicated that the experimental group made significantly more gains in the spelling and decoding areas. No difference was found in the math area. (Contains 19 references.) (Author/EV)
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Buckleitner, W. (1992). "Surefire Computer Tips for the Early-Grades Classroom." Learning 21(3): 42-45.
Presents ideas to help elementary teachers make the best use of their computer equipment. The article offers suggestions for getting started, scheduling, and selecting and introducing software. Information is included on programs that teach fractions, action art, animal attributes, writing, math, estimation, symmetry, and maps. A resource list is provided. (SM)
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Fox, A. (1982). "Quiz Time in the Classroom: Math Competency Series." Creative Computing 8(10): 20-22.
Four games and documentation in a computer assisted mathematics program (Applesoft Basic) are reviewed. Although the games do not teach mathematical concepts, they do serve to reinforce concepts/skills students already possess. The intended audience is elementary/junior high school students, but the programs could be used for mathematics remediation with high school students. (JN)
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Salyer, B. K., C. Curran, et al. (2002). What Can I Use Tomorrow? Strategies for Accessible Math and Science Curriculum for Diverse Learners in Rural Schools.
Increased requirements for inclusion have created a growing demand for special educators to have content expertise in areas such as math and science. One recommended practice involves integrating the "big ideas" that are the foundation for understanding mathematics and science across the curriculum. Teachers also need to create a classroom climate that is supportive and content rich. Grouping students into pairs or triads supports student needs. Special educators can collaborate with other teachers by creating a bank of instructional activities on selected math and science topics. Collaborative strategies can be modeled through peer tutoring. Students should be encouraged to explore metacognitive thinking styles so they can apply metacognitive strategies to their daily lives. Skills outlined by standards should be presented in an order that makes sense to students in terms of context and cognitive organization. Nine steps are outlined for presenting content in an effective instructional sequence. Math and science textbooks require grade-level or above literacy skills. Many students, including those with disabilities, will benefit from study guides and outlines, graphic organizers, an introduction to key terms, audiotapes, and other assistive technology devices. Challenges to rural educators include inadequate resources and professional isolation. Advantages to rural educators include more cohesive groups of parents, teachers, and community members. Sidebars present practical tips and strategies for each topic discussed. (Contains 36 references). (TD)
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Ives, B. (2007). "Graphic Organizers Applied to Secondary Algebra Instruction for Students with Learning Disorders." Learning Disabilities Research & Practice 22(2): 110-118.
Students who have particular difficulty in mathematics are a growing concern for educators. Graphic organizers have been shown to improve reading comprehension and may be applied to upper level secondary mathematics content. In two systematic replications, one randomly assigned group was taught to solve systems of linear equations through direct instruction and strategy instruction. The other group was taught with the same methods with the addition of a graphic organizer. Students who received instruction with the graphic organizers outperformed those who received instruction without the organizers. They also better understood the related concepts as measured by immediate posttests in both replications. The difference in understanding concepts was maintained on a 2-3 week posttest.
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Blessman, J. and B. Myszczak (2001). Mathematics Vocabulary and Its Effect on Student Comprehension.
This action research project describes a program for improving student comprehension of mathematical vocabulary. The targeted population consisted of two classes of fifth grade students from two elementary schools located in the suburbs of a large metropolitan area in Illinois. The problem of poor mathematical vocabulary was documented through teacher and student surveys and questionnaires, student vocabulary checklists, and teacher observation of students' daily work. Upon analysis of the data with respect to probable causes, it was discovered that students have varied mathematical backgrounds, suffer from math anxiety, and have poor reading comprehension. In addition, expectations of students have shifted due to a change in standards by the National Council of Teachers of Mathematics (NCTM) and on the Illinois Standards Achievement Test (ISAT). Furthermore, it was revealed that the vast majority of math series focus on computational facts rather than mathematical vocabulary. A review of solution strategies proposed by experts in the field, combined with an analysis of the problem setting, led to the following interventions: student math journals, student-created math dictionaries, children's literature to introduce and reinforce mathematical concepts, graphic organizers, visual aids, and written explanations of open-ended word problems. As a result of the aforementioned interventions, the students exhibited an increase in comprehension and use of mathematical vocabulary in math performance and in communication of mathematical ideas. (Contains 45 references.) (Author/ASK)
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