Education Commons^™

Proving Operations With Numbers By Using Manipulatives, Jonathan Bostic

School of Teaching and Learning Faculty Publications

We will explore number theory topics found in the Common Core State Standards and discuss ways to support student engagement in proof and reasoning. Participants will create proofs for operations with numbers by using manipulatives such as Unifix cubes and base-ten blocks. I will share implications for mathematics teacher educators and teachers.

Characteristics Of The Questioning Techniques Used By Effective Elementary Teachers During Mathematics And Language Arts Lessons, Rochelle Goldberg Kaplan, Geraldine Mongillog, Dorothy Feola

NERA Conference Proceedings 2012

This presentation examined the questioning techniques used by two effective second grade New Jersey teachers, one during a mathematics lesson and the other during a language arts lesson. The mathematics lesson took place in an urban bilingual school and the language arts lesson took place in a monolingual suburban school. The extent to which the teachers used similar or different questioning techniques across the subject areas and school communities was examined. The presentation shares results of the analyses of the videotaped lessons and suggests a framework for describing key factors contributing to the teachers’ effectiveness.

Adding Music To The Math Equation, Phil Luster-Bartz

Education Senior Action Research Projects

Depending on the material covered on any particular day, students may end up with anywhere from 5 minutes to 35 minutes to do their homework in class. Unfortunately, students will only stay on task for so long before they get off task. This research project will investigate the effects of playing classical music during in-class work time on the work ethic and environment of the classroom.

Productive Peer Culture: Algebra Project Students’ View, Melva R. Grant

Teaching & Learning Faculty Publications

The purpose of this study was to determine students’ perspectives about productive peer culture for mathematics learning. The participating students were attending an annual residential summer institute and have been participating in Algebra Project activities for at least one year. Of the 26 high school students attending the institute, they all participate in mathematics literacy work1 through their local Young People’s Project (YPP) groups, while 20 of those students also receive their regular school-based mathematics instruction within an Algebra Project Cohort Model (APCM) structured classroom².

The Algebra Project targeted persistently underserved mathematics students who typically scored in the …