Summative Assessment Project

Emily MacInnis
March 04, 2016

TABLE OF CONTENTS
1 ) ANNOTATED BIBLIOGRAPHY (6) Topic: Math Anxiety
1) Math Anxiety: Personal, Educational, and Cognitive Consequences.
2) Working Memory, Math Performance, and Math Anxiety
3) Math Anxiety, Working Memory, and Math Achievement in Early Elementary School
4) The Anti-Anxiety Curriculum: Combating math anxiety in the classroom
5) Effectiveness of a Mathematics Methods Course in Reducing Math Anxiety of Preservice
Elementary Teachers
6) Demystifying Math Anxiety: Exploring Teacher Perceptions of Math Anxiety on the TeachingLearning Process
2) STEM LESSON PLAN
Geometry Stem Lesson Plan (see side page)
3) REVIEW OF MATH MANIULATIVES (5)
- Base Ten Blocks
- Geoboards
- Miras
- Colored Counters
- Pan Balance
4) MATHMATICS AND TECHNOLOGY (3)
- Video of Emily and Marks Smart Board game
- Video on math facts
- Sumdog on Ipad or netbooks
5) AREAS OF INTEREST
- Math Games (physical)
- Math Computer Games (Sumdog)
Annotated Bibliography

1) Ashcraft, M. H. (October 01, 2002). Math Anxiety: Personal, Educational, and Cognitive
Consequences. Current Directions in Psychological Science, 11, 5, 181-185.
Math-anxious people are categorized by a constant tendency to avoid math. This can reflect on
their math competence and reduces their opportunity towards important career paths. Notably,
math anxiety disrupts cognitive processing by compromising ongoing activity in working
memory and disrupts their ability to maintain focus and retain information. Although the causes
of math anxiety are uncertain, some teaching styles are implicated as risk factors. Certain
teaching methods can promote math anxiety, while others do not. This article focuses on an
experiment where a participant who had been tested in a lab about math anxiety had
demonstrated increasing discomfort and nervousness as the testing session progressed. The
experimenters state that many participants in studies like this show some sort of nervous
apprehension during testing, for example; trembling hands, nervous laughter and so on. The
article states that their performance during testing does not accurately reflect ones overall
intelligence.
2) Ashcraft, M. H., & Krause, J. A. (April 01, 2007). Working memory, math performance, and
math anxiety. Psychonomic Bulletin & Review, 14, 2, 243-248.
Throughout this article, Ashcraft and Krause provide a summary of the relationships among
working memory, math performance, and overall math anxiety. Like the article above, this
particular article focuses on the crucial role of working memory in performing arithmetic and
math; the relationship between math performance and math anxiety, especially on standardized
math achievement tests; and finally, and the way that math anxiety compromises the functioning
of working memory when people do arithmetic and math. The question of how math anxiety
compromises working memory has a more subtle answer than merely saying that math anxiety
consumes the resources of the working memory system. To demonstrate the joint effects of
working memory and math anxiety, this study had their participants do two-column addition,
either alone or in combination with a letter-recall secondary task. With this task, errors to the
letter task grew only modestly for the low-, medium-, and high-anxiety groups in the control
conditions and in the two-letter load condition. Evidently, throughout this article we learn that
math anxiety seems to influence cognitive processing in a straightforward way, where working
memory resources are compromised whenever the anxiety is present.
3) Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2013). Math anxiety, working
memory, and math achievement in early elementary school. Journal of Cognition and
Development, 14, 2, 187-202.
This article notes that although many studies have been conducted on older students with regard
to math anxiety, few have been explored with young children in Grades 1 and 2. It is important to
acknowledge whether or not students are experiencing math anxiety at a young age just as it is

for older students. In this study, the researchers predict that children who have high working
memory may be most prone to math anxiety. This is assumed because math anxiety particularly
compromises the working memory system in an individuals brain. Participants in this study
were children from five different public schools in the US. 94 students were from Grade 1, and
while 68 were from Grade 2. These students received a variety of tests, ranging from the Digit
Span subtest to the Child Math Anxiety Questionnaire. The findings of this study displayed that
those children who were higher in working memory experienced greater math anxiety. The
reason for this is that children who rely more on their working memory face issues with math
anxiety as concern about their work interferes with the cognitive resources that support their
learning. As children with low working memory are using less sophisticated problem solving
methods, they are less affected by math anxiety. I found this article to be quite useful in my
research and teaching as it allows me to understand what kinds of development affects anxietys
impact.

4) Geist, E. (2010). The anti-anxiety curriculum: combating math anxiety in the

classroom. Journal of Instructional Psychology, 37, 1, 24-31.
Like all of the previous articles, Geists article explores the source of math anxiety and the
damaging effects it can have on children of all ages. For many children, negative attitudes
towards mathematics begin as early as the first few months of life, as the educational context at
home can also affect a childs attitude. With regard to family income, the trend seems to be that
the lower the income, the lower the mathematical achievement. As a teacher, I believe it is
essential for me to be aware of these factors while teaching. However, from personal experience,
I have experienced the opposite of this trend during my schooling. To me, it has always seemed
that the students who came from a lower income family, the higher their mathematical
achievement was. This article also notes that timed tests create anxiety in students as it
undermines childrens typical thinking processes when doing mathematics. It is said that time
requirements not only increase anxiety, but also create a negative attitude and decreases
accuracy.
5) Tooke, D. J., & Lindstrom, L. C. (1998). Effectiveness of a mathematics methods course
in reducing math anxiety of preservice elementary teachers. School Science and
Mathematics, 98, 3, 136-139.
In this article, Tooke and Lindstorm explore math anxiety in elementary school teachers. The
researchers note their concern that teachers attitudes not only affect their students attitudes
towards math, but also the teaching itself. Although preservice teachers anxiety is not greater
than the general public, it rises upon supervisor evaluation. Many researchers have explored
ways to reduce anxiety, either in preparing the teachers to learn math, or explaining how to teach
math to their students. It has been suggested by the NCTM to incorporate exercises to familiarize
teachers to mathematics concepts. Teachers can reduce students anxiety through the use of
manipulatives, a supportive classroom environment, and a variety of teaching strategies.

6) Jameson, M. M. (2014). Demystifying Math Anxiety: Exploring Teacher Perceptions of

Math Anxiety on the Teaching-Learning Process. Journal of Experimental
Education, 82, 4, 518 536.
This study focuses on teacher perception of math anxiety on the teaching-learning process of a
student. Many questions and concerns are discussed throughout the study. Notably, the purpose
of this study is to "demystify" student math anxiety by exploring how in-practice teachers
perceive this issue. This is done so we can better understand math anxiety and improve overall
math education for students. A topic discussed in great depth is the prioritization of mathematics
in education. This topic brings to surface an important question: What or who affects students'
mathematical performances?. Further research of the subject reveals that math anxiety and
'mathphobia' has been ample in the area of student focus; what may cause student math anxiety
and how educators can help alleviate student math anxiety. Furthermore, the article circles
around two major questions relating to math anxiety. One question being what teaching strategies
do teachers feel help alleviate math anxiety in students, and secondly, how do teachers feel math
anxiety in educators impact their teaching practices?

REVIEW OF MATH MANIULATIVES

Base Ten Blocks
Base Ten blocks are a type of mathematical manipulatives used to teach basic mathematical
concepts like place value, addition, subtraction, number sense, and counting. Student can use the
blocks in different ways to express numbers and patterns. These blocks are separated into for
different types. The smallest (ones) is the equivalent to the number one. The next is the rod
which represents ten units, the flats are made up of 100 units and blocks which represent 1000
units. These manipulatives are very useful in helping students understand place value as each
type of block is a different amount of units. These manipulatives provide students with a
concrete way of showing their understanding of number sense.

Geoboards
Plastic boards are used in combination with elastic bands. Students will use the elastics and the
pegs on the boards to create different shapes and lines. These boards are extremely useful in the
classroom as they can be used to tach many different geometric concepts. I would use these in
younger classroom by giving the students the opportunities to be hands on and create
mathematical shapes such as squares, rectangles, triangles, etc. In the higher grades, geoboards
can be used tasks like calculating perimeter and area of various shapes. These are great tools to
use in the classroom as it allows students to physically represent their geometric thinking and
provide visuals.

Colored Counters
Colored counters are typically foam circles with a different colors on each side. They sometimes
can be plastic, but I find foam to be the best type. They are extremely useful in primary grades as
they promote counting, grouping and patterning. This tool has many uses for children who need
concrete tools to understand mathematical concepts. Colored counters are a visual manipulative
that should be provided for most activities, as they can help students who need to be hands on
and have visuals to complete their work. These counters are multipurpose too, as they can be
used as a tool for other activities, such as Bingo and other math games. I used colored counters
extensively in my last internship and plan to do the same in my next.

Miras
The Mira is a geometric tool that has the reflective ability of a mirror. Students will be able to
physically see geometric concepts like symmetry and congruency. This provides students a
concrete ways to see how shapes are congruent or symmetrical instead of trying to visualize
these characteristics in their minds. It is also very helpful in studying transformations,

reflections, rotations, slides, and flips. I would use this type of tool in the intermediate grades
of elementary as these concepts are taught throughout 3rd to 5th grades. I used them in my
internship and also during my peer teaching module, and I find that it really helped students
understand the concepts of symmetry.

Pan Balance
The pan balance is one of the most important tools that students can use when exploring the mass
of different objects. With a pan balance, students can place objects in either side to view which
products are heavier and which are lighter. Students will be able to compare the different masses
of objects and figure out how much of a lighter object that they will need so that the balance will
show the same mass as another, heavier object. This type of manipulative is appropriate in all
ages of the elementary level, as well as middle school level to promote critical algebraic thinking
about mass and weight.
MATHEMATICS AND TECHNOLOGY
Shapes and Spins
Shapes and spins is an example of creating a basic math game that combines SmartBoard
technology and a board game. It was develop by Mark Lyrons and myself for teaching basic
geometric shapes to associate shapes with images. The main idea is that it will have students
reflect on results based on their move and make connections with past experiences. The students
may be able to develop a deeper understanding of relationships between numbers and shapes, as
well as identify the patterns associated with these factors.

Rules
Three to five students per board.
Shapes around board, players take turn spinning the spinner. There are twelve different possible
options on the spinner.
The spinner has four shapes on it. Each shape is coloured, some shapes have randomly assigned
numbers (see Spinner Wheel picture below).
When a student lands on a shape they will first go to that shape. If the shape has a number they
go to the shape plus the additional number.
Once they get to the spot there may be additional tasks required. i.e. Trade places with someone
of your choosing.

Link for video: (Marks weedbly filmed by Emily MacInnis)

http://markgregorylyons.weebly.com/uploads/6/0/8/8/60883407/shapes_and_spins_demonstratio
n.mp4

SUMDOG

Above is a screenshot of a website that I had my first internship class signed up for. It is a math
based website and can be played on Ipads or netbooks. Please see areas of interest for more
information on Sumdog.

https://www.youtube.com/watch?v=O8PKVKEdhGk
Above is a great video I used with my grade elementary students in my first internship. I
used these strategies to help me students learn their math facts. It was an area they greatly
struggled in.

AREAS OF INTEREST:
Math Games (Physical) :
It is obvious that people of all ages love to play games that are fun and motivating for both
pleasure and learning, and often times it can be for both. Math games give students opportunities
to explore fundamental number concepts, such as the counting sequence, one-to-one
correspondence, and computation strategies. Further, they provide opportunities for students to
deepen their mathematical understanding and reasoning. Teachers should provide repeated
opportunities for students to play games, then let the mathematical ideas emerge as students
notice new patterns, relationships, and strategies. Games are an important tool for learning in
elementary school mathematics classrooms:
Playing games encourages strategic mathematical thinking as students find different
strategies for solving problems and deepen their understanding of numbers.

When played repeatedly, games support students development of computational fluency.

Games present opportunities for practice, often without the need for teachers to provide the
problems. Teachers can then observe or assess students and work with individuals or small
groups of students.
Games have the potential to allow students to develop familiarity with the number system
and with benchmark numbers (such as 10s, 100s, and 1000s) and engage in computation
practice, building a deeper understanding of operations.
Games support a school-to-home connection. Parents can learn about their childrens
mathematical thinking by playing games with them at home.
(http://www.nctm.org/publications/teaching-children-mathematics/blog/why-play-math-games_/)
During my first internship, math games were used frequently on a daily basis. Most lessons I
taught ended with a math game based around what was being learned. However, this depended
on the students behavior. Each day I also had a worksheet for the students, which I would
distribute if the students were not paying attention, were being disrespectful, or refused to work.
However, this did not happen. All of the students appreciated the math games at the end of every
lesson, and it was used as a means of reward. I plan on using math games just as frequently
throughout my next internship in hopes that it will have the same motivational effect.
Math Computer Games (Sumdog):
Sumdog is an educational computer game aimed to motivate students in math, reading and
writing. Its adaptive learning engine monitors and guides them as they work. As children play
Sumdog, they answer questions - each one personalized to that child's needs. Meanwhile,
Sumdog's adaptive learning engine guides their progress. Tens of thousands of schools
worldwide trust Sumdog. Teachers rely on its ability to educate - but also entertain. As children
play Sumdog's games, the Sumdog learning engine gets to know their individual strengths and
weaknesses and adjusts accordingly to they can play without dress and disappointment. This
means that games are individualized for each kid's ability level, so users can play against
opponents who have the same skills.
Most kids love choice and competition, and Sumdog provides both as well as real math practice.
Each game is timed, creating a sense of urgency and excitement and helping kids build speed and
increase math-fact fluency. Kids will love the incentive to earn coins to shop for their avatars,
although some of the female clothing options are provocative. Some games are a bit much, such
as Touchdown: dizzying graphics may prevent kids from focusing on math. However, Sumdog
provides a bunch of types of games, which addresses various learning styles.

During my last internship, I used Sumdog frequently for when students were finished their work
early. Additionally, very Friday for the last twenty minutes of math class, each student was
provided with a class Ipad and could play Sumdog (or another math Ipad/ computer game,
althought almost always they choose Sumdog).