EVALUATION MATRIX OF STUDIES INCLUDED IN THE LITERATURE REVIEW Fill this table in with information you collect for

your Literature Review. You will find four sections: 1) Introduction/Impact, 2) Historical Studies, 3) Current Studies, and 4) Theoretical Framework. These four sections should lead directly to your research problem and central question.

Study Author/Year/Title

Focus

Methodology & Methods

Results

Conclusion/limitations

Introduction/Impact

1999/Cornell, Charles, I Hate Math!

A study of graduate Provided an students who are becoming outlook on student future educators found that attitudes towards a correlation exists mathematics. between attitude and success (Cornell, 1999).

There were factors and reasons students gave as to why they hated math. The results highly depended on the past experiences.

There needs to be a way to change the attitudes (past, present, future) of students whom have a negative attitude at math. Most of these are the ways in which educators can alter their instructional methods. These stem from the types of ways the vocabulary, process, and basics are presented. There needs to be verbal and conceptual connections. There are also suggestions for what to do and what not to do to change the attitude that mathematics evokes.

2010/ Willis, Judy/ Learning to Love Mathematics

Discussed the attitudes of parents and kids towards mathematics and their relationship.

Statistics were gathered about parents and their childrens view on mathematics was conducted.

Many parents who had the negative view of mathematics had children that felt the same way. They also believed that it was one of their worst subjects. There exists many beliefs and myths that were given as to why there were such negative conceptions of mathematics.

Parents may feel this way still and do not know they are transferring that belief to their children. They also may have an issue not being able to help their children should they have questions with any problems. It is essential also for parents to understand and try to identify that their learning differences and intelligences my not be the same as theirs. Willis suggests that students also need to not just blame others for their failures and put themselves as to be one that is accountable. Instructors should explain the context of any type of activity they are given. Willis also gives strategies on how to try to change these attitudes.

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The understanding is that students are 2007/ Cieniewicz, Jon, better learners Particpation Blues from a when they are active and Students Perspective engaged. In order to learn, students need to be talking.

The student uncovered that hardly anyone participates in this class. A study of a college student The routine of the that accounts for how they classroom is the same view the instructor and the every single day. There class. are no upfront penalties if students do not participate. Historical Studies

There should be a grade related incentive. The instructor should modify how class is run and the conclusion is that some classes can be awkward. The student wishes classes would not be this way. Suggestions are also given how to get students to participate.

1999/ Middleton James & Spanias/ Motivation for Achievement in Mathematics: Findings, Generalizations, and Criticisms of the Research

A suggestive behavioral outlook on engagement with respect to attitude attributes in mathematics education

This study concerns perspectives about intrinsic motivation that engage students to participate in learning mathematics.

The deeper meaning about what motivates students to participate and engage themselves in mathematics is revealed. Students whom believed that they were a failure did not want to participate and were not intrinsically motivated. Students whom believed that they were successful had motivation to do better. By college students have a strict connection and understanding and

Students need success in order to feel motivated and want to participate. They also need to be made to feel that engagement in mathematics helps to achieve that initial success. Understood teacher attitudes and beliefs influence the way students view their success as well. By providing ways to develop intrinsic motivation, there is more gained than extrinsic such as grades. Instructional design in the classroom and preparedness can assist in the ability to hone in on major intrinsically motivated activities.

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firm belief about future mathematics events. Proper preparation in knowing content knowledge; thus better student assessment comes from knowing the basics. Valued Instructors should not just take the time to know the teachers in this study mathematics that their students will be taught. This is a are were not only able shallow way to explore teaching mathematics. Refining to assess students and mathematical language and its understanding; observing tell them why they got underlying basic mathematics that connects to the more it wrong not just that advanced mathematics, and analyzing ones own challenge they did. A focus was activities can best prepare. Instructors must learn to hold on a particular this knowledge and regard it is fundamentals. Teachers can example about also try to professionally develop their habits through knowing the base 10. simulation training, multiple methods, and development of Not knowing just of it. curricular goals. But knowing how it affects the understanding of numbers and place value. Teachers should continuously consider instructional situations. In other words they should move to use the text book (curricular materials given), compare them with the tasks they set up, understand how students respond to particular tasks, and adjust/combine them to create student learning and engagement; thus ample assessment.

2000/Ball Deborah & Bass H/ Interweaving Content and Pedagogy in Teaching and Learning to Teach: Knowing and Using Mathematics

This study looks at the understanding that if Providing teachers are well versed activities for in the deeper meanings of students that mathematics they are well elicit connection equipped with the tools to to content and be able to teach and even concept comes better, learn to assess and from the own gather information on instructors deeper their students. This understanding of includes true understand mathematics. of definitions. Detailed knowledge of mathematics in important.

2000/Silver, Edward & A look at Herbst, Patricio/ Theory mathematics in Mathematics teaching and Educaiton Scholarship learning.

Showed that practice and best practices are A study on theory of legimate means to be teacher knowledge, a good educator. attitudes, and beliefs and Learning to use the their affect on teacher diverse materials education. (extensively) they would like students to use them.

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Current Studies

The value of technology and its link with 2013/ Bowdoln, Daniel, mathematics Rounding instruction to engage student reaction.

A student asked a question about rounding and converting from a fraction to percent. The teacher often refers the students to use the internet, iPads, The study of classroom blogs, to further their that was buzzing with the thinking and examine use of technology and their questions like using a particular method these using the to answering a student technology in front of question with resources. them. They became motivated and excited when told to watch a video lesson. They then did problems and worked on the SMARTboard with the teacher in small groups. A study done on a college course discusses the positive effects of a pilot project where students were required to use twitter and other social media platforms for their

Due to the new technology and implementation in the classroom students were fully engaged from the beginning. In addition, students as they were interacting with the resources the instructor was able to assess their understanding through their discussions, practice problems, and ongoing interactions with students. The instructor highlights the use of the constructivist theory to add context to concept.

2013/Williams, Liz/ New course integrates social media into classroom learning.

Social media and its effects on a classroom project.

Students appeared The most appreciated aspect is that the instructor and very receptive to students saw this as a way to stay connected outside of the checking news and classroom. They also believe it gave a deeper access to posting items that they learning of the content. As long as the social media projects found that connected and purposes of the project are explained to students then it to the content and will for valuable learning experiences about the content. project. The

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instructor found that during the study the engagement level was great. Because there course and how existed retweeting and engagement and intrinsic conversation between motivation to the content students using a came about. hashtag. Students were able to perform a final paper about what they uncovered. Calculators assist in higher level mathematics and allow for more of a positive attitude A study on assessments towards mathematics. The use of and student use on Students spend more calculators on calculators. Also a study time solving problems education and the of how and when they conceptually(1998). classroom. were paired with content. Students were able expose graphically things that numerically they may not have conceptually understood.

1998/ Bracey, Gerald/ Calculations About Calculators

Although, the calculators help build confidence and allow students work on more difficult problems instructors should build their tasks so that the mathematics is the most important and not the use of the calculator. It should act as more of a supplement. In addition, different calculators serve diverse purposes for differentiated tasks.

Theoretical Framework

1993/William, Stephen It is understood Students (7th and 8th & Gallagher, Shelagh/ that there are graders) took on roles of Problem-Based many forms of particular individuals to

Students were able to engage in Students had more motivation to move towards many activities that real scientists a solution when given authentic situations. engage in on a daily basis.

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assessment and frameworks. One in particular deal with the thorium Learning: As Authentic scenario or problem. As it Gets problem based learning is used in mathematics and science. There is controversial ideas surrounding the purpose of calculators in the classroom. A number of different teachers were studied and gave their views on the purpose of calculators and their contribution (for some if any) to mathematics. Calculators allow for a more interesting class. Examples given Teacher training and supported use would be the from various teachers about how. best practices for understanding how to best They do not inhibit the learning of incorporate it in ones own classroom. the fundamentals of mathematics.

2001/Jehlen, Alain/ Calculators in the Classroom

2005/Baird, Derek & Fisher, Mercedes/ Neomillennial User Experience Design Strategies: Utlizing social network media to support always on learning styles.

An exploration on how social media and The link that discussion boards supports social media learning styles by creating serves between groups, creating multiple participation and intelligences and reflection, and create learning. experiences in and out of the classroom.

It was found that various social media platforms paired well with Instructors should only use social media to Gardners Multiple Intelligence. enhance mathematics content. Instructors should (pg 27-31) Students explain while consider when implementing it how it will using the social media items how connect well with content and context. they felt connected.

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