Article 1

Topic: Student Discourse, Constructivism

Date Retrieved/Used: January 31, 2018

Bib. Information (APA Baiduri, Dr. (2017). Elementary school students' spoken activities and their
Formatting): responses in math learning by peer-tutoring. International Journal of Instruction
10 (2), 145-160. http://www.e-iji.net/dosyalar/iji_2017_2_10.pdf
Author(s) Affiliation: Dr. Baiduri, University of Muhammadiyah Malang
Type of Resource: Scholarly
(Scholarly /Trade/Other)
Summary of essential  analysis of 5th graders engaging in a mathematics peer-tutoring model
information: (heterogeneous groups)
 teacher as a facilitator
 student discourse
o students as questioners
 metacognitive thinking
o students as communicators
 spoken and written forms
 group work, discussions, figures, sketches, diagrams, etc.
 discusses students’ “self-driven responsibility”
 model “manifested in their bravery to directly question and actively
participate in a group discussion”
 Social Constructivism
 Zone of Proximal Development
 Vygotsky: “learning can be initiated through social negotiation in the
cultural context assisted by the language as the main tool.”
 Zaini: “most effective learning method is by teaching others”
Way in which this source  Elementary Math Learning
influences the field o Students’ use of language
related to your inquiry o Students’ ability to question
(ex. Math
teaching/learning
elementary)
Potential relevance to I plan to study student communication as a component of my research. I will
your research topic and record student discussions to help me analyze students’ understanding of
study: material and ability to communicate.
Stage of action research  Background-this article supports my theory that students will benefit from
where the source will be working cooperatively with peers.
used:
 Findings/Conclusions-I believe that results of my research will be similar to
Baiduri’s, in that students will benefit from the opportunity to
communicate and question during math class.
 Article 2
Topic: Problem Solving Instruction
Date Retrieved/Used: February 1, 2018

Bib. Information Gabriel, R., Sherman, K. (2016). Math word problems: Reading math
(APA Formatting): situations from the start. The Reading Teacher, 70 (4), 473-477.
doi:10.1002/trtr.1517
Author(s) Affiliation:  Khristine Sherman-2nd-grade teacher at Granby Public Schools,
CT
 Rachael Gabriel-assistant professor of literacy education at the
university of Connecticut
Type of Resource: Trade
(Scholarly
/Trade/Other)
Summary of essential  importance of students reading word problems carefully
information:  similarities in math reasoning and reading processes
 “beginning mathematicians can read, visualize, identify, and
categorize word problem situation types as a way to represent
mathematical thinking while problem solving”
 understand and visualize scenarios and relationships
o draw, use manipulatives
Way in which this  Elementary Math Learning
source influences the o discipline-specific reading
field related to your  Elementary Math Teaching
inquiry (ex. Math o connect reading and math
teaching/learning o diagrams, graphic organizers
elementary)
Potential relevance In my own classroom, I am seeing a discrepancy between students’
to your research ability to solve computation problems and word problems. I recognize
topic and study: that I need to focus more attention on students’ comprehending what
they read in math class.
Stage of action Background- This article helps me to understand the connection
research where the between reading comprehension and math.
source will be used:
 Article 3
Topic: Problem Solving Instruction
Date Retrieved/Used: February 1, 2018
Bib. Information Williamson, V. (2007). Mental maths- Passive to active. Mathematics
(APA Formatting): Teaching Incorporating Micromath, 201, 12-15. Retrieved from
http://web.b.ebscohost.com.proxy-
wcupa.klnpa.org/ehost/pdfviewer/pdfviewer?vid=7&sid=113f5823-
daa6-418e-ba63-74972c9b9ab5%40sessionmgr101
Author(s) Affiliation: Williamson: Teacher in Africa

Type of Resource: Scholarly

(Scholarly
/Trade/Other)
Summary of essential A group of 3rd grade students completed tasks to deepen
information: understanding of multiplication tables, as opposed to memorizing
the. The teacher found this activity to be successful.
 Teacher “undertook the task of extending the children’s use of
the tables beyond passive reaction-either the fact is known or it
isn’t-to active reasoning”
 Moving from passive recitation to active reasoning
Way in which this  Elementary Math Learning
source influences the o Understanding of mathematical concepts
field related to your o Multiple methods to arrive at correct conclusion
inquiry (ex. Math
teaching/learning
elementary)
Potential relevance I am interested in helping students develop conceptual
to your research understanding as opposed to memorization.
topic and study:
Stage of action Design-I believe exploring multiple ways to solve a problem (as
research where the Williamson did) will help my students develop a more comprehensive
source will be used: understanding of new concepts.

Bib. Information (APA
Formatting):
Author(s) Affiliation:
Type of Resource: (Scholarly
/Trade/Other)
Summary of essential
information:
Way in which this
source influences the
field related to your
inquiry (ex. Math
teaching/learning
elementary)
Potential relevance to The research is very similar to what I want to do in my own classroom. This study focused on one
your research topic student, while I will most likely work with a small group of students.
and study:
Stage of action
research where the
source will be used:
Article 4
Topic: Student Discourse, Constructivism, Standards
Date Retrieved/Used: February 3, 2018
Xin, Y. P., Liu, J., Jones, S. R., Tzur, R., & Si, L. (2016). A preliminary discourse analysis of
constructivist-oriented mathematics instruction for a student with learning disabilities. The Journal
of Educational Research, 101(4), 436-437. https://doi.org/10.1080/00220671.2014.979910
 Yan Ping Xin, Jia Liua, and Luo Sia - Department of Educational Studies, Purdue
University, West Lafayette, Indiana
 Sarah R. Jones- School of Teacher Education, Indiana Wesleyan University, Marion, Indiana
 Ron Tzurc- School of Education & Human Development, University of Colorado Denver,
Denver, Colorado
Scholarly
 Common Core Standards “heavily emphasize conceptual understanding of ideas, mathematical modeling,
pattern or structure recognition and use, sense making of problems”
 Constructivist learning-
o Prawat- “constructivist oriented learning theory promotes an inquiry-based instructional
environment where the learners assume an active role in their efforts to make sense of learning
materials and mathematical patterns”
 “Inquiry based learning alone is not sufficient
 balance of:
o teacher-directed, explicit instruction and
o student-centered, inquiry based instruction
o “structured or guided cognitive activity with a clear curricular focus”
 CRA approach: Concrete-representational-abstract instructional sequence
o conceptual understandings of mathematical process, not “mimicking procedures”
 National Council of Teachers of Mathematics: “instructional programs…should enable students to organize
and consolidate their mathematical thinking through communication [and to] use the langue of
mathematics to express mathematical ideas precisely”
 Bloom’s Taxonomy
o high-level intellectual work: explain, predict, justify, illustrate, pose problems
 Research Questions:
o intellectual level of discourse moves of teacher and student
 ability of student to reason (justify a solution, make connections, etc.)
o cognitive levels of solving and reasoning:
 concrete, semi-concrete, or abstract
o “How did constructivist-oriented instruction impact the student’s word problem-solving
performance?”
Elementary Math Learning:
 constructivist-oriented learning
 inquiry-based instructional environment
 classroom discourse
Data Collection/Analysis Methodology- I am interested in the way that these researchers coded
classroom discourse.
 Article 5
Topic: Standards, Curriculum, Student Discourse, Constructivism
Date Retrieved/Used: February 3, 2018
Bib. Information (APA Prawat, R. S. Are changes in views about mathematics teaching sufficient? The
Formatting): case of a fifth-grade teacher. The Elementary School Journal, 93(2), 125-211.
Retrieved from: http://www.jstor.org/stable/1001701
Author(s) Affiliation: Richard S. Prawat- Michigan State University

Type of Resource: Scholarly

(Scholarly /Trade/Other)
Summary of essential This article is a case study about an Elementary school teacher who has begun to
information: teach the “more conceptually oriented” curriculum that her district purchased .
Throughout the school year she begins to see the value in students practicing
estimation, solving real-world problems, using manipulatives, etc.
 “she believes the authors…expect students to understand procedures in
mathematics even though they have not committed them to memory”
 “average student” has trouble with the material
 Problem solving
o provides meaningful context for mathematical skills
o teaches students to overcome obstacles
 more classroom discourse
o small groups vs. whole class so that students are comfortable and
have more chances to speak
 understanding that there is often more than one answer to a problem
 students should be encouraged to find their own solutions.
 concrete understanding leading to abstract
 Framework: “constructivist thinking-acceptance of the premise that
individuals create their own reality”
Way in which this source Elementary Math Teaching:
influences the field Curricula: “too much material is being presented too quickly”
related to your inquiry Using context to learn
(ex. Math Classroom discourse
teaching/learning
elementary)
Potential relevance to I feel that I am in a similar situation as the teacher in this case study. She sees the
your research topic and value in students trying to solve difficult real-world problems, but finds this
study: difficult when students have not mastered basic computation skills. Allowing
students to work with manipulatives, work in small groups, often feels like a
“luxury.” Something I would like to do if I had more time.
Stage of action research Background: This article helps me reflect on my own practice as a teacher. This
where the source will be helps me recognize the need to focus on problem solving in my classroom.
used:
 Article 6
Topic: Curriculum: Eureka Math, Standards
Date Retrieved/Used: February 10, 2018

Bib. Information (APA Petrillii, M. F. (2017). A common core curriculum quandary. Education Next, 17(3).
Formatting): Retrieved from: http://educationnext.org/a-common-core-curriculum-quandary-
eureka-math-open-source/

Author(s) Affiliation: Michael F. Petrilli: President of Thomas B. Fordham Institute, executive editor at
Education Next
Type of Resource: Trade
(Scholarly
/Trade/Other)
Summary of essential  “fewer than one in five teachers said their instructional materials were well aligned
information: to the Common Core, according to a national Education Week survey.”
 curriculum has a strong impact on student learning
 Eureka Math is the “David to Pearson’s Goliath”
 History:
o Great Minds won a contract from NY State through Race to the Top Grant
o designed by teachers and scholars in response to common core standards
o EngageNY became popular across the country
o “filled the beast’s need to procure”
o “…top-down funding and bottom-up design.”

 Attributes:
o fact fluency: “Unlike some other popular programs,…doesn’t overlook the
need to develop students’ fluency with mathematical
procedures…Elementary students are expected to know their addition and
multiplication facts, for example, and practice them frequently”
o “…holds high expectations for what teachers are capable of…”
o OER-open educational resource, available on the Internet
o Free, but “…most want print materials plus professional development”
Way in which this Math Curriculum: This article provides background knowledge about the Eureka
source influences the math curriculum.
field related to your
inquiry (ex. Math
teaching/learning
elementary)
Potential relevance to This article helps me to understand the history and of Eureka math and how it
your research topic differs from other curricula.
and study:
Stage of action Background- After reading this article, I have a better understanding of Eureka Math
research where the and how it is different from other curricula.
source will be used:
 Article 7
Topic: Classroom Discourse: Mathematics
Date Retrieved/Used: March 7, 2018
Bib. Information (APA Pierson Bishop, J. and Whitacre, I. (2010). Intellectual work: The depth of
Formatting): mathematical discourse and its relationship to student learning. Paper presented at
the annual meeting of the North American Chapter of the International Group for
the Psychology of Mathematics Education, The Ohio State University, Columbus,
OH Online <PDF>. 2014-11-27
from http://citation.allacademic.com/meta/p429435_index.html
Author(s) Affiliation: Jessica Pierson Bishop & Ian Whitacre: San Diego State University

Type of Resource: Scholarly

(Scholarly
/Trade/Other)
Summary of essential  how mathematical discourse of teachers and students relates to learning
information:  higher levels of intellectual work: “providing justifications, examples,
conjectures, explanations, and challenges; making connections across
representations, generating problems and scenarios (contextualizing)”
 potential for deeper mathematical understanding increases when “students
struggle with complex problems, reason for themselves, generate multiple
solution paths, and communicate their understandings”
 Findings: teachers’ demand moves predict students’ level of intellectual
work. “In other words, teachers usually get what they ask for.”
 “tremendous and often unrealized power in the ways teachers talk with
their students.”
Way in which this  Elementary Math Teaching
source influences the o relation of discourse to learning
field related to your o teacher’s demand moves
inquiry (ex. Math  Elementary Math Learning
teaching/learning o deepening understanding
elementary)
Potential relevance to I am observing classroom discourse during my math lessons.
your research topic I believe that Eureka math calls for higher levels of intellectual work from the
and study: teacher and students.
Stage of action Background- As I use Eureka I will be conscious of the level of intellectual work that
research where the is being asked of students. I will consider the impact that my demand moves have
source will be used: on student learnings.
 Article 8
Topic: Problem Solving Instruction
Date Retrieved/Used: March 8, 2018
Bib. Information (APA Chong, S. L., Siegel, L. S. (2008). Stability of computational deficits in math
Formatting): learning disability from second through fifth grades. Developmental
Neuropsychology, 33(3), 300-317. doi: 10.1080/87565640801982387
Author(s) Affiliation: Suet Ling Chong and Linda S. Siegel: Department of Educational and
Counselling Psychology and Special Education University of British Columbia,
Canada. Suet Ling Chong: Ministry of Education, Singapore.

Type of Resource: Scholarly

(Scholarly
/Trade/Other)
Summary of essential  This article describes a study of growth of 2nd and 5th grade student
information: who are either low achieving or have a math learning disability
 MLD: Math Learning Disability (scores in the lower 10 th percentile)
 LA Low Achieving (scores between the 11th and 25th percentile)
 Findings: Children with procedural deficits showed more rapid growth
than typically achieving students
 Children with fact fluency deficits were not able to catch up with their
peer
Way in which this Math Teaching and Learning: How do difficulties with fact fluency vs.
source influences the difficulties with problem solving affect students?
field related to your
inquiry (ex. Math
teaching/learning
elementary)
Potential relevance I believe that students will be more successful in understanding new concepts
to your research during math class if “fact fluency” does not slow them down. One of the
topic and study: aspects of Eureka that I appreciate it is that it includes “sprints” at the
beginning of each lesson. Students frequently practice things like
multiplication, division, simplifying fractions, etc.

Stage of action  Background-fact fluency and how it impacts students

research where the  Design-I have elected to add a fact fluency component to each of my
source will be used: math lesson
 Article 9
Topic: Problem Solving Instruction, Standards
Date Retrieved/Used: April 10, 2018
Bib. Information (APA Charles, R. (2007). Solving word problems: Developing quantitative reasoning.
Formatting): Research Into Practice. Retrieved from https://assets.pearsonschool.com/
asset.mgr/current/201218/MatMon110890Charles_SWP_Revise_eBook.pdf
Author(s) Affiliation: Dr. Randall I. Charles: Professor, Department of Mathematics, San Jose State
University. Senior author with Pearson.
Served on writing team of NCTM Curriculum Focal Points
Type of Resource: Trade
(Scholarly
/Trade/Other)
Summary of essential It is important that the mathematics community helps students become
information: proficient in solving problems and reasoning mathematically
Word problems: “real-world situation in which mathematical quantities are
given, values of one or more quantities are known, while the values of one or
more quantities are unknown.
Right now, strategies for teaching students include “key words” and “problem
solving steps”. These methods need to be challenged.
Misconception: “problem solving is like a computational algorithm where
there is a sequence of actions to use, which if followed correctly will lead to
the correct solution…problem solving is not an algorithm; there is no series of
steps that guarantee success.”
Quantitative Reasoning: “articulating the relationships between quantities,
understanding those relationships, and determining the appropriate operation
or operations to show those relationships.”
Represent word problems pictorially, visually
Emphasize the importance of the problem structure, rather than surface
features
Bar diagrams
Way in which this Math Teaching/Learning: solving word problems is difficult for students, and
source influences the difficult for teachers to teach. This article suggests methods for instruction
field related to your that challenge traditional instructional methods.
inquiry (ex. Math
teaching/learning
elementary)
Potential relevance As I use Eureka in my own classroom, I am evaluating the effectiveness of the
to your research curriculum. I am considering how the curriculum prepares students to answer
topic and study: word problems.
Stage of action Findings/Conclusions-I will compare the conclusions drawn in this article to the
research where the ones that I find during my research project.
source will be used: Implications/Action Planning- I will consider the effectiveness of the
instructional methods that I use to teach my students how to solve word
problems.
 Article 10
Topic: Standards, Curriculum
Date Retrieved/Used: April 10, 2018
Bib. Information Prawat, R.S., Remillard, J., Putnam, R.T., & Heaton, R. M. (1992). Teaching
(APA Formatting): mathematics for understanding: Case studies of fifth-grade teachers. The
Elementary School Journal, 93(2), 145-152. doi: 0013-5984/93/9302-0003$01.00
Author(s) Michigan State University
Affiliation:
Type of Resource: Scholarly
(Scholarly
/Trade/Other)
Summary of The article describes the rationale behind a case study of elementary school
essential teachers in relationship to math instruction.
information: “teachers’ subject matter (content) knowledge influences instruction.”
There is a relationship between teachers’ knowledge and their effectiveness.
The teacher who “deviated from traditional practice” views the field of
mathematics as constantly changing as opposed to a teacher who views the
discipline as a “fixed or static body of knowledge”
References NCTM curriculum standards.
Instruction should:
 be conceptually oriented-focus on important ideas that help define various
mathematical approaches to situations-emphasizing, in particular, the
important relationships between these ideas. “
 Instruction should actively involve children in the doing of mathematics:
encourage students to explore, discuss, apply ideas.
 emphasize reasoning and mathematical thinking as opposed to focusing on
“correct answers”
“While many math educators are proponents of problem solving and analysis, most
instruction is geared to algorithmic learning.”

“teachers increasingly are being viewed as important agents of change…This explains

the growth in rhetoric-if not actual practice-aimed at getting teachers to function less
as instruments of policy and more as collaborators…”
“…dramatic change in focus, putting students’ own efforts to understand at the
center of the educational enterprise…the emphasis is less on the production of
correct responses and more in the reasoning that underlies responses.“
Way in which this Math Teaching and Learning: Relationship between standards/research and
source influences practice. What we know about math seems to contradict what is actually
the field related to happening in the classroom.
your inquiry (ex.
Math
teaching/learning
elementary)
Potential relevance As a math instructor, I should compare the standards for math instruction and
to your research research about best practice with what I am doing in my classroom.
topic and study:
Stage of action Findings/Conclusions-I will compare the rationale for the case study described
research where the in this article with my own research and findings.
source will be used: Implications/Action Planning- As I plan and teach I will consider the
relationship between research/standards and best practice.

Bib. Information (APA
Formatting):
Author(s) Affiliation:
Type of Resource: (Scholarly
/Trade/Other)
Summary of essential
information:
Way in which this source
influences the field related to
your inquiry (ex. Math
teaching/learning elementary)
Potential relevance to your
research topic and study:
Stage of action research where
the source will be used:
Article 12
Topic: Curriculum
Date Retrieved/Used: April 10, 2018
Pignolet, J. (2017, August 7). Math is the same, but how SCS teaches it is changing dramatically.
Commercial Appeal. Retrieved from
https://www.commercialappeal.com/story/news/education/2017/08/07/math-same-but-how-
shelby-county-schools-teaches-changing-dramatically/530285001/
USA Today Network
Other
News article describing Shelby County Schools (Tennessee) transitioning to Eureka Math
curriculum.
“With changing standards at the state level…harder TNReady test, the district had to change its
curriculum to match expectations.” SCS Director of Curriculum and Instruction.
Describes Eureka:
“expose(s) children to grade-level material even if they’re behind and encourage(s) critical
thinking.”
“pushes students to understand the concepts behind the step-by-step instructions to solving
problems. It’s heavy in word problems and writing.”
Detractors (Parent Reactions)
Another school district implemented Eureka math and parents complained it was overly
complicated.
So SCS is prepared for “initial resistance from parents.” White says “It’s very confusing to
parents because they’ll say, ‘I don’t understand this. I didn’t learn it this way.’ Parents need to
understand, even though it’s more difficult for you, it’s easier for your child.
Confused: “only workbooks and no textbook” “why all the sudden, there was a new way to
learn math”
Teacher Reactions
“A shock to the system.” “It’s different.” “More tedious”
“I’m not going to sit there and say we did not gripe about this, because we did”
“found ways to be flexible within the curriculum, which pushed students to work together in
groups. They learned to take better notes and had to pay more attention. They learned to work
to understand problems that seemed beyond their reach.”
“more challenging, which I think is a good thing, but it’s not necessarily something our students
are accustomed to seeing.”
Describes dividing fractions by drawing a model
“It is very different from what they are used to, and it is an adjustment they are going to have
to make”
District’s director of professional development and support said that after the district piloted
the program “teachers felt they need more professional development to teach Eureka Math
effectively.” she said “We have heard from teachers too about needing resources to help
parents”
According to the article the district planned to “send home newsletters and homework help
sheets to parents to ease the transition” The article also referenced Eureka’s online references
. While the district piloted Eureka they it “hosted tutoring sessions for parents to better
understand the content.”
Math curriculum: the article provides honest feedback from teachers and parents trying Eureka
for the first time. It also describes the district’s reasoning for deciding to use the curriculum.
I am comparing the reactions from teachers in this district to my own and that of my peers.
Findings/Conclusions-compare feedback from teachers and parents in this
IAction Planning- This article inspired me to create a survey for my peers, students and their
parents about Eureka Math
 Article 11
Topic: Curriculum
Date Retrieved/Used: April 10, 2018
Bib. Information (APA Eureka Math still top-rated curriculum-by far. (2016, April). doi: 202.223.1854.
Formatting): Retrieved from: https://s3.greatminds.org/documents/attachments/000/000/207/
original/EUREKA_EdReports_2016-Apr.pdf?1464110625 cited correctly?
Author(s) Affiliation: Eureka Math
Type of Resource: Trade
(Scholarly
/Trade/Other)
Summary of essential The Great Minds website references edreports.org, (“independent nonprofit
information: organization that provides free, web-based reviews of instructional materials
evaluated on their alignment to the Common Core State Standards and other
indicators of high quality according to educators, including usability, teacher
support, and differentiation”)
Describes edreports.org: “Consumer Reports-style reviews” that “help teachers
principals, and district and state officials charged with purchasing materials make
more informed choices.”
“Long term, EdReports.org’s goal is to elevate the overall level of rigor and quality
of instructional materials by helping more informed consumers-teachers and
parents-demand better materials from those who supply the market.”
Eureka:
“clear leader among 20 reviewed math curricula for its focus/coherence, rigor, and
usability.
Out of 70 possible pointes, Eureka Math’s curricula for elementary grades averages
63.0 points, the highest of the curricula reviewed. The next highest average was
38.3.
Key Questions:
“First, is the instructional material aligned to the standards?”
“Second, how usable is the material?”
Way in which this Math teaching/learning: Math curricula and professional development are a vital
source influences the part of math instruction.
field related to your
inquiry (ex. Math
teaching/learning
elementary)
Potential relevance Edreport’s comparison of Eureka to other curricula helps me understand specific
to your research criteria for comparing curricula.
topic and study:
Stage of action Findings/Conclusions- I will compare the data in this report to my own experience
research where the using Eureka in my classroom.
source will be used:

Bib. Information (APA
Formatting):
Author(s) Affiliation:
Type of Resource: (Scholarly
/Trade/Other)
Summary of essential
information:
Way in which this source
influences the field related
to your inquiry (ex. Math
teaching/learning
elementary)
Potential relevance to your
research topic and study:
Stage of action research
where the source will be
used:
Article 13
Topic: Curriculum
Date Retrieved/Used: April 17, 2018
Womer, S. (2013, August 9). Teachers converge in Yuma for Common
Core math training. Sun, The (Yuma, AZ). Retrieved from:
http://www.yumasun.com/teachers-converge-in-yuma-for-common-
core-math-training/article_71abc2a2-d11b-5553-97f7-
63251da26b2d.html
none
Other: Newspaper article
This is a newspaper article about teachers engaging in professional
development over the summer, when their Arizona school district
decided to adapt Eureka. Lurinda Ward, director of learning services at
Yuma Elementary School District 1 in Arizona says that when the district
was looking for math curriculum that would help teachers implement
the Common Core Standards, they found Eureka. She says her school
district “realizes that the world is changing, what students need to know
and do has changed, therefore we are adopting a new way of teaching
and a new way of thinking. With the right curriculum and training
District 1 continues to work on having teachers prepare our students for
college and career readiness."
Math curriculum: What are the qualities that districts are looking for in a
curriculum?
The advantages of Eureka math that are mentioned in this article are
similar to the advantages that I see as I use Eureka in my classroom.
Findings/Conclusions the conclusions about Eureka that are drawn in
this article are similar to my own findings.
Implications/Action Planning- I will continue to consider the opinions of
others as I determine what curriculum I believe will work best for my
students and my school.
 Article 14
Topic: Curricula
Date Retrieved/Used: April 17, 2018
Bib. Information (APA Agodini, R., & Harris, B. (2016). How teacher and classroom characteristics moderate the effects of
Formatting):
four elementary math curricula. The Elementary School Journal, 117(2). Retrieved from
http://web.b.ebscohost.com.proxy-wcupa.klnpa.org/ehost/pdfviewer/pdfviewer?vid=5&sid=
0a28a20f-8523-4e4c-a768-4c26d3eb2a3e%40sessionmgr103
Author(s) Affiliation: Roberto Agodini- “independent researcher focusing on the design and conduct of studies in
education”
Barbara Harris- Mathematica Policy Research
Type of Resource: Scholarly
(Scholarly
/Trade/Other)
Summary of essential This is article describes a study to answer the question: “Do three of the teacher and classroom
information:
characteristics that influence curriculum implementation—namely, teachers’ knowledge, teachers’
attitudes to- ward instruction, and the need to differentiate instruction—moderate curriculum
effects? If so, how?” (Pg. 219)

National Science Foundation (NSF) (1990) funded a curriculum development , resulting in standards-
based curricula. They use a constructivist approach, where “students formulate and discuss
solutions to conceptually based problems, and aims to achieve this goal by primarily having students
interact about mathematics” (Pg. 218) Prior to this, “conventional curricula” focused on basic skills
and computation, where teachers communicated mathematics to students. (Pg. 219) “The
standards-based curricula in elementary grades also covered more topics in a particular grade than
conventional curricula and provided detailed guidance on how to implement the constructivist
approach to instruction. The idea was to guide carefully both the what and the how of teaching
mathematics.” (Pg. 219)
Some of the results are helpful as I evaluate my own findings:
Teacher Attitudes:“…if we view instruction along a continuum with constructivist approaches at one
end and explicit approaches at the other, this finding might suggest that the ideal instructional
approach in first and second grades is somewhere in the middle and includes both constructivist and
explicit approaches.” (Pg. 228)
Range of Classroom Ability: a curriculum with more constructivist approach may be easier to
differentiate. “For example, a common Investigations activity is to have students show (or write) all
of the ways to represent a particular number. Teachers could have tailored this activity to meet a
wide range of student ability levels by asking some students to represent a small or easy number
while asking other students to represent a much larger or complicated number.” (Pg. 229)
Way in which this Math Elementary Curricula-may not be “one size fits all.” It is important to consider how successful
source influences the
field related to your
curricula will be in various school and classroom environments. Districts and schools can therefore
inquiry (ex. Math consider their unique population of teachers and students in relation to the math curriculum they
teaching/learning are using.
elementary)
Potential relevance to
your research topic and
As I use the Eureka curriculum in my classroom, I am not simply learning about the curriculum itself.
study: I am observing the relationship between the curriculum and me, my students, my fellow teachers,
and other elements that affect math instruction. This article helps me to consider the elements: “(a)
teachers’ knowledge, (b) teachers’ attitude toward math instruction, and (c) the extent to which
teachers need to differentiate instruction in their classrooms.” (Pg. 216).

Stage of action research Findings/Conclusions-As I consider my own findings, it is helpful to consider elements in my
where the source will
be used:
classroom such as my own attitude toward math and the degree to which I need to differentiate
instruction to help students be successful.
Implications/Action Planning-As I form an opinion about Eureka math, I will consider not only the
curriculum itself, but how the curriculum relates to my students in my school.
 Article 15
Topic: Problem Solving Instruction
Date Retrieved/Used: April 17, 2018
Bib. Information (APA Flynn, M. (2017). From answer-getters to problem solvers: Three-act tasks foster deeper
Formatting):
thinking and greater engagement in math class. Educational Leadership, 75(2), 26-31.
Author(s) Affiliation: Mike Flynn: director of Mathematics Leadership Programs and the Master of Arts in
Mathematics Teaching Program-Mount Holyoke College in Massachusetts
Type of Resource: Trade
(Scholarly
/Trade/Other)
Summary of essential “Answer-getting is a narrow view of what it means to engage in mathematics” (direct
information:
teaching, mnemonic devices, “tricks for students to remember steps for performing
calculations,” etc.) (pg. 27) “
“Today’s world requires problem solvers, not answer getters…people who understand
how to analyze a situation, identify a problem, gather an dort available information,
choose from a variety of methods for solving the problem, and communicate their
reasoning.” (pg. 27)
“Problem solving is a process, and students need opportunities to engage in all aspects of
that process to develop the skills and habits of mind to become effective problem
solvers.” (pg. 27).
Flynn describes “three-act task” as an instructional tool
Act 1-The hook, “gets students invested…where students identify the question they’d like
to explore.” Teacher answers general questions, not ones that require mathematical
problem solving. “Question formulation and exploration are key parts of the problem-
solving process.” (pg. 27)
Act 2- students “gather information and decide what information they need to answer
their question…also involves students actively working toward a solution in small groups”
“The emphasis of three-act tasks is much more on the problem-solving process than on
the solution, and part of the process is working through what to do when you have
multiple solutions” (pg. 28)
Act 3- students “present their findings to the class…multiple solutions and strategies.”
Students may “argue their points and critique the reasoning of others.” The teacher then
concludes with a final video or image “that definitively answers the question and provides
a satisfying resolution to the problem.” (pg. 28)
Way in which this Math teaching: This article describes an instructional strategy for math teachers. It
source influences the
field related to your encourages student discourse and active problem solving (rather than passive learning).
inquiry (ex. Math
teaching/learning
elementary)
Potential relevance to I feel that Eureka curriculum goes “beyond worksheets” and encourages students to be
your research topic
and study: problem solvers, leading to the engaged and in-depth conversations that students were
having in this article.
Stage of action
research where the
Implications/Action Planning- No matter which curriculum I am using, I am very excited
source will be used: to use the three-act instruction strategy. When I finished reading it with fellow math
teachers in my school. I want to investigate further into the online resources mentioned
on the website: Ascd.org/el1017lawton., http://blog.mrmeyer.com, http:// robertkaplinsky
.com/prbl-search- engine , https://gfletchy.com/3-act-lessons
 Article 16
Topic: Problem Solving Instruction
Date Retrieved/Used: April 18, 2018
Bib. Information (APA Hohn, R. L., & Frey, B. (2002). Heuristic training and performance in elementary
Formatting): mathematical problem solving. The Journal of Educational Research, 95(6). Retrieved
from http://web.a.ebscohost.com.proxy-wcupa. klnpa.org/ehost/pdfviewer/pdfviewer
?vid=25&sid=39a5fdf2-c9e3-4412-9f7b-fba62e15ace1%40sessionmgr4010
Author(s) Affiliation: Robert L. Hohn and Bruce Frey- Department of Psychology and Research in
Education, University of Kansas
Type of Resource: Scholarly
(Scholarly /Trade/Other)
Summary of essential Phases of problem solving:
information:  Problem representation (translation and integration)
 Solution planning
 Execution
 Solution monitoring. (Pg. 374)
This is a study of 3-5th grade students who are taught a heuristic for solving math
problems:
SOLVED
S-State the Problem
O-Options to use
L-Links to the past
E-Execute your answer
D-Do check back (Pg. 374).

The authors compared SOLVED with a textbook based approach. Then they analyzed
“strategy use, to determine its relationship to performance…and to investigate whether
problem-solving performance would be maintained after a 2-week delay, with no
prompting present.” (Pg. 375)

Results and Conclusions:

“…students can be taught to utilize a simple heuristic strategy and that its use is
associated with improved problem-solving skill. Acquisition…led to a superior learning
rate when compared with a more traditional textbook approach. Improvement continued
beyond initial learning trials, and was evident during long-term retention.” (Pg. 379)
Way in which this source Math instruction- this article provides a method of teaching mathematics problem
influences the field solving
related to your inquiry
(ex. Math
teaching/learning
elementary)
Potential relevance I can compare the method in this article with the instructional methods that I am
to your research using in my classroom.
topic and study:
Stage of action Action Planning: As I continue to improve math instruction in my classroom,
research where the SOLVED is a strategy that I can use to help my students solve problems.
source will be used:
 Article 17
Topic: Standards, Curriculum
Date Retrieved/Used April 23, 2018
Bib. Information (APA Dossey, J. A., McCrone, S.S., & Halvorsen, K. T. (2016). Mathematics education
Formatting): in the United States. Retrieved from
https://www.nctm.org/uploadedFiles/About/MathEdInUS2016.pdf
Author(s) Affiliation: National Council of Teachers of Mathematics and United States National
Commission on Mathematics Instruction.

Type of Resource: Other-Report

(Scholarly
/Trade/Other)
Summary of essential Chapter 1: general overview of public and private education, Every
information: Student Succeeds Act of 2015.
Chapter 2: history and current status of curriculum
Chapter 3: actual implemented curriculum, instruction and
materials
Chapter 4: outcomes from state and national assessments
Chapter 5: the focus is on U.S. student achievement compared
internationally
Chapter 6: Common Core State
Chapter 7: school formats: charter, private, home-schooling, etc.
Chapter 8: programs and competitions for accelerated students
Chapter 9: organizations and resources for teachers
Way in which this This report summarizes the history of the mathematics instruction
source influences the in the United States. It helps the reader understand the way that
field related to your
standards and other important factors have shaped math
inquiry (ex. Math
teaching/learning instruction.
elementary)
Potential relevance This article helps me take a broader view of mathematics
to your research instruction. It helps me to consider how my experience as a student
topic and study:
and teacher relates to math instruction in the United States. It
helps me to consider how my experience has been shaped by the
history of national standards and reform.

Stage of action Findings/Conclusions-As I am drawing conclusions about math

research where the instruction in my classroom, this article helps me consider how
source will be used:
these conclusions relate to the national factors.