Matthews_BookAnnotations.docx

Kadra Matthews Book Annotations IL 572 Dr. Matt Johnson November 19, 2023

Topic of Article Bibliography Information Summary of Article Improving Math Achievement Have, M., Nielsen, J. H., Ernst, M. T., Gejl, A. K., Fredens, K., Grøntved, A., & Kristensen, P. L. (2018). Classroom-based physical activity improves children’s math achievement – A randomized controlled trial. PLOS ONE , 13 (12). https://doi.org/10.1371/journal.pone.0208787 This article suggests that incorporating physical and active math activities in classroom-based tests leads to a greater improvement in math skills among seven- year-old students compared to traditional math teaching methods over the course of one school year. These task- specific activities offer an additional physical stimulus, aiding in connecting visual and auditory stimuli to abstract math concepts and providing extra memory cues. Engaging in physically active tasks during relevant math activities might have prevented an overload of working memory, potentially freeing up cognitive resources for a deeper comprehension of the subject. The findings indicate enhanced math skills, potentially due to the nature of the active math teaching approach, the variances in teaching methods, and increased motivation observed among the children. Theory: Incorporating physical activity within school environments has the potential to enhance academic performance. Project Application: In a vertical team meeting, my aim is to assist teachers in

devising activities that integrate physical movement within math lessons. Student Engagement Hyman, H., O’Toole, I., & Will, R. (2022). “slacking” for Success: A post-covid-19 approach for increasing student engagement beyond the physical classroom, using collaboration tools with Team-based and Project-Based Learning. Ubiquitous Learning: An International Journal , 15 (1), 51–68. https://doi.org/10.18848/1835-9795/cgp/v15i01/51-68 This article discusses how collaboration tools can foster student engagement. Teamwork notably increased communication frequency and ease among students in groups and between students and teachers. The challenge addressed is maintaining student engagement beyond the physical classroom by encouraging collaboration at home and beyond scheduled class sessions. Students expressed their ability to seek feedback and help from peers when facing obstacles, eliminating the need to wait for the next classroom meeting. Collaboration tools serve as an excellent method to elevate student engagement, enabling improved connections within teams. Compared to conventional methods, these tools are found to be more effective in this context. Theory: Collaboration tools bolster in-person teaching by boosting communication channels and facilitating seamless sharing of materials and updates between teachers and students.

Project Application: I will work alongside fellow teachers to create a communication method focused on sharing best teaching practices, aiming to enhance student achievement. Math Intervention Strategies Mayer, R. E., & Alexander, P. A. (2017). Learning Mathematics. In Handbook of Research on learning and instruction . essay, Routledge, Taylor & Francis Group. Retrieved November 14, 2023, from https://doi.org/10.4324/9780203839089 . This article presents seven diverse strategies for math intervention. Among these, two strategies are notably effective when administered prior to the lesson, focusing on student strengths and employing schema-based instructions. Meanwhile, during teaching, the most beneficial methods involve engaging students in math discussions, applying mindset strategies, verbalizing thought processes, utilizing multiple representations, and incorporating math games and activities. Theory: By employing top- tier intervention solutions, you can assist students in achieving an average growth equivalent to two years' progress. Project Application: I will work with teachers monthly to analyze student data and identify the most effective strategies to employ. Teaching Strategies Mitchell, D., & Sutherland, D. (2020). What really works in special and Inclusive Education: Using evidence-based teaching This book emphasizes teaching strategies

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