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Running Head: LITERATURE REVIEW-DOMAIN B 1

Literature Review for Domain B

Danielle May

TED 690 Capstone

June 28th, 2019


LITERATURE REVIEW-DOMAIN B 2

Abstract

In this paper, I review the article, “A, E, I, O, U and Always Y: A Simple Technique for

Improving Communication and Assessment in the Mathematics Classroom,” where the

author Lorna T. Vazquez discusses how each vowel can help students improve on their

communication of their answers. The better communications of how the students’ come

up with their answers can then help teachers better assess their students learning and

understanding.
LITERATURE REVIEW-DOMAIN B 3

Article Review

In the article, “A, E, I, O, U and Always Y: A Simple Technique for Improving

Communication and Assessment in the Mathematics Classroom,” the author Lorna T.

Vazquez discusses an assessment strategy that helps promote student comprehension,

communication, and efficiency in mathematics. This strategy she coined is A, E, I, O, U,

the infamous English alphabet vowels, where each letter represents an assessment

component. The A represents answer such that did the student determine the correct

answer. The E represents efficient explanation. For instance, did the student show his/her

thing reasoning and thinking clearly to an outside observer? The I stands for information,

such that all the necessary information is presented to show the student solved the

problem effectively. The O represents organized, where the student needs to show clearly

the procedure he used to get to their solution. Lastly, A+E+I+O=U, where the U is the

student showing successful understanding through the success of A, E, I, and O.

The teacher uses this pedagogical tool to help students better communicate their

answers and for the teacher to better understand their students understanding of the

concept. The Common Core State Standards for Mathematics (CCSSM, 2010) suggests

that students should be able to “make sense of problems and persevere in solving them,

reason abstractly and quantitatively, and construct viable arguments and critique the

reasoning of others.” This A, E, I, O, U technique supports and promotes those

mathematical practice standards. It is so important for students to be able to communicate

their computational strategies because it shows their understanding of the concept to

themselves, their peers, and the instructor to ensure the students are reaching their full

academic potential. Additionally, as an educator, it is difficult to determine possible


LITERATURE REVIEW-DOMAIN B 4

misconceptions in students’ answers if there is no clear work or explanation of the steps

taken to reach their answers.

Vasquez also discusses the importance of another “sometimes” vowel, the Y. The

Y stands for “Why” where students must assess their answers and determine if it is

reasonable for the problem given. This is so critical when students begin upper division

math courses where units and real world context problems can be complicated. Students

should be able to self assess their answers to ensure that they are reasonable for the given

situation. When the students use the A, E, I, O, U, and always Y technique the students

“develop a heightened awareness of their own thinking and reasoning, and [the teacher] is

better able to assess that they do and do not comprehend” (Vasquez, 2008, pg. 22). In

addition, the A, E, I, O, U, and always Y technique is great opportunity for teachers to

create clear assessment expectations. For instance, each vowel can represent a score of 1

when completed successfully, so that each problem is scored out of 5 points (the U

represents total understanding). Students can reassess their scores to determine how to

better complete the each component to reach their full potential. Just as writing

instructors push students to redraft to better their writing, mathematics teachers can push

students to better their explanation, information, or organization to reach their full

potential.

Personal Implications

Overall this assessment technique is great way for both the instructor and students

to assess content understanding. “It offers teachers and students alike an organized,

consistent structure for communicating ideas, assessing learning, and improving

mathematical discourse” (Vasquez, 2008, pg. 23). It is a great way to set high
LITERATURE REVIEW-DOMAIN B 5

expectations for my students in my classroom. The challenges I may have will be

implementing this technique in my classroom on a consistent basis and ensuring students

have a precise understanding of each vowel. I can oversee these challenges by beginning

to implement this technique in my classes and assessing how I can better improve its

effectiveness in my instruction and assessment strategies.


LITERATURE REVIEW-DOMAIN B 6

References

Vazquez, L. T. (2008). A, E, I, O, U and Always Y: A Simple Technique for Improving

Communication and Assessment in the Mathematics Classroom. The Mathematics

Teacher. 102(1), 16-23.

National Govenors Association Center for Best Practices, Council of Chief State School

Officers. (2010). Common Core State Standards Mathematics. Retrieved from

http://www.corestandards.org/Math/Content/HSG/GPE/

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