Literature as Data Summaries

Initial Wondering (List it here):

How can I help my students understand that math and science are interconnected?

Does your wondering pass the litmus test? Complete the checklist below to confirm.
� Is it specific? Y
� Is it focused on student learning? Y
� Is it a real question (question whose answer is not known)? Y
� Is it a question about which you are passionate? Y
� Is it a “how can I” wondering? (What impact might it have on your students?) Y
� Is it free of judgmental language? Y
� Is it focused on your own practice? Y
� Is it a dichotomous (yes/no) question? N
� Is it clear and concise? Y
� Is it doable? Y

Mathematical Literacy of Male and Female Students in Solving PISA Problem by “Shape and Space” Content
APA Citation: Trapsilasiwi, D., Oktavianingtyas, E., Putri, I. W., Adawiyah, R., Albirri, E. R., Firmansyah, F. F., & Andriani, Y.
(2019). Mathematical literacy of male and female students in solving Pisa problem by “Shape and space” content. Journal of
 Physics: Conference Series, 1218, 1–11. https://doi.org/10.1088/1742-6596/1218/1/012019

Link: https://iopscience.iop.org/article/10.1088/1742-6596/1218/1/012019/pdf
Notes about Key Quotes & Ideas Actions or Impact on Actions in the Classrooms
(Think of 3 or more ideas)

1. “Make concepts and define problem solving strategies 1. I want my students to be able to reach this at some point
from complex situations. Translating information from in their lives so I want to strive to make my lessons in
problems given Using understanding in symbol mastery, this inquiry conductive of level 6 achievement in the
mathematical operations in performing calculations Give study, but modified for young students of course. I could
conclusions and reasons for the results of the potentially do this through focusing on the connections
formulation.” (Page 3). This is the highest indicator with math and science and how to transfer the
criteria of mathematical literacy ability, therefore it is information between the two subjects where it lines up.
important to me for this inquiry as I want my students to 2. As a result of this information, I would want to ensure
ultimately be able to make these kinds of connections. that I am focused on making sure the girls in my class
This section boils down to connecting information, are just as involved in the activities as the boys. Perhaps
making conclusions on one’s own, and making sense of there are ways I can make the instruction more relevant
complex situations. to the girls to create a greater interest in math and
science lessons?
2. “From these percentages, there are differences in their 3. I need to find problems that align with these skills and
level of achievement where female students are only promote mathematical literacy. Something to do more
able to level 3, while some male students are able to research on and implement.
reach level 5. Based on the results of tests and
interviews, students who are at level 5, they are able to
do the questions correctly , able to compare and
evaluate strategies that are used correctly, able to
describe the reasons and conclusions from the questions
given. If seen from the tendency of each male and
female student in working on the PISA problem, it was
found that male students were able to identify problems,
choose problem solving strategies, and were able to do
the right calculations but they were more likely not to
write conclusions and reasons for their formulation. The
same is true for female students, they are more likely not
to write conclusions and reasons for each level they can
 achieve for the Students' Mathematical Literacy Ability.”
(Page 5). Males outperformed females in this study,
which is important to note as I would need to ensure I
am setting up my female students for success. The part
about writing conclusions is also noteworthy.

3. “Students should often work on questions that require

broader thinking and reasoning, and math literacy
questions to improve students' mathematical literacy
skills such as the PISA problem.” (Page 10). What are
some questions that I can ask to kindergarten to promote
math literacy skills?

How does this article relate to equity in the classroom?

I should ensure that all students are getting proper math and science education and achieving mathematical literacy. This study
found a gap between male and female students which is important to think about and consider during my lessons and how I can
make sure girls have equitable lessons.

Measurement in Early and Elementary Education

APA Citation: Clements, D. H., Barnett, J. E., & Sarama, J. (n.d.). Measurement in Early and Elementary Education. Retrieved
October 10, 2021.

Link: file:///C:/Users/Owner/Downloads/15514_chapter.pdf
Notes about Key Quotes & Ideas Actions or Impact on Actions in the Classrooms
(Think of 3 or more ideas)

1. “Measuring is a nontrivial aspect of children’s developing 1. I would like to try doing lessons for this inquiry related to
mathematical and scientific thinking. Its basis is in the various types of measurement and including math and
exercise of comparative judgment; children compare science standards.
 magnitudes immediately or observe patterns of change
over time by quantifying their experiences and
observations. Measurement knowledge and strategies
play broadly and deeply into children’s understanding of
both science and mathematics, making measurement a
vital component of pre-K through Grade 8 curricula (So,
2013).” (Page 1). I’m happy to see this because a lot of
Kindergarten standards relate to measurement and
making observations!
2. I want to take a look at the math competency standards
for Florida and think about how I can fit these into my
math/science lessons. This could broaden mathematical
understanding?
3. I should look into and understand the cultural differences
that may exist in my students’ math knowledge for when
I am teaching lessons on anything of course, but
measurement included, to ensure I am creating the most
equitable instruction for my students.

2. “Our goal for children certainly includes that they learn to

“measure and estimate lengths in standard units” (NGA
& CCSSO, 2010, p. 20), including selecting appropriate
tools, relating measurements by using different units,
estimating, and comparing measurements. In addition,
we include children’s explicit understanding of how such
competencies relate to the concepts of equal
partitioning, iteration, and origin, as well as others.”
(Page 4). How can I include multiple competencies of
math in lessons of measurement? Reference math
classes during the program and the measurement
sections in my math textbook.

3. “Hierarchic interactionalism posits that different

developmental courses are possible within constraints,
depending on individual, environmental, and social–
cultural confluences…. Further, environment and culture
affect the pace and direction of the developmental
courses. For example, the degree of experience that
children have to observe and use number and other
mathematical notions and to compare these uses affects
the rate and depth of their learning along the
developmental progressions. The degree to which
children learn mathematical words, exposure to which
varies greatly across cultural groups (Buss & Spencer,
2014), affects developmental courses.” (Page 7). In
 summary, hierarchic interactionalism does account for
cultural differences in mathematical and scientific
instruction relating to measurement, and some of these
differences have to do with the rate at which children are
exposed to mathematical words and concepts, while
others have to do with observation. Ultimately though,
the overall development of the child is the same and the
children should be able to understand the concepts
when they are taught them.

How does this article relate to equity in the classroom?

This article touches on how students from diverse cultures may have different understandings of measurement mathematically
depending on where they are from and what they have been exposed to regarding the concept of measurement. Therefore, it
means I have to be aware of where my students are regarding this concept when I go into teaching measurement.

How to Creatively Integrate Science and Math

APA Citation: Johnson, B. (2011, November 11). How to creatively integrate science and math. Edutopia. Retrieved October 11,
2021, from https://www.edutopia.org/blog/integrating-math-science-creatively-ben-johnson.

Link: https://www.edutopia.org/blog/integrating-math-science-creatively-ben-johnson
Notes about Key Quotes & Ideas Actions or Impact on Actions in the Classrooms
(Think of 3 or more ideas)

1. “When a teacher gives students a real science problem
to solve—one that requires math tools—the teacher is
giving the students a reason to use math.” I think it is
critical to make our lessons relevant to our students, and
this is a way to do that. Find science lessons that are
relevant to the students, or even just interesting, and use
math in the lessons to tie things together and show how
1. Tie math and science lessons together with relevancy
and interesting topics.
2. Help students understand a bigger picture: Why use
math? To make our world better with science. To
observe and learn new things. To do experiments of our
own. Etc.
3. Try to stay knowledgeable on all the teachable subjects
 they are connected. in math and science so that I can be the best teacher I
can be.
2. “…students' increased conceptual understanding of math
and science is the greatest benefit of math and science
teacher collaboration. Conceptual understanding means
the students know the bigger picture of why things work
in math and science, not just how to make them work.”
Understanding not just the “what” but the “why.”

3. “Teachers are so busy that finding time to collaborate is

difficult. Add to this, the structure of the school inhibits
collaboration when math and science teachers are
spread out in a large campus.” If I am self contained and
teaching all subjects (which in Kindergarten I am), I need
to be fluent in all subjects, which gives me an advantage
here. I will be able to use other teachers and professors
as resources, but I ultimately have more control if I am
teaching both subjects and won’t have to deal with this
problem to the extent a departmentalized group would.

How does this article relate to equity in the classroom?

Students understanding the bigger picture in why math is important and its relation to science is beneficial to all students and
therefore benefits everyone.

Citing a Journal Article Cheat Sheet:

Last Name, First Initial. (year). Title (only first word capitalized). Journal Name, volume(issue#), pages.

Last Name, First Initial., Last name, First Initial. (year)

Reflection:

What are several themes you found across your literature summaries?

Focus on the whys and the bigger pictures.

Help students improve their understanding of competencies and complex thinking skills.
Math and science are relevant to each other and it is simple to make them more relevant to our students.

What are some of your ideas for how to utilize what you learned from your literature in your classroom? How will this promote
equity for your students?

I want my lessons to focus on the big picture and I want to do more research into the math competencies and how I can include
them in lessons in my class. I want measurement to be a big focus since this is kindergarten and find ways to engage all students,
especially the girls as there is a huge gap between males and females in math and science. I want to try to find interesting and
engaging topics to discuss related to measurement so the students will want to learn, and think about the “whys” and plan to
discuss them.

How have you revised your wondering after the literature data collection? Why or Why not? If a new wondering, add it here.

I have not revised my wondering, I like where it is at this point and I have collected a lot of data to support my wondering and to
come up with ideas on how to enact it in the classroom.