Assignment: Literature Review for Mathematics Education

Assignment: Literature Review for Mathematics Education ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Assignment: Literature Review for Mathematics Education *The attached document labeled Literature Review has a more detailed description. You will use literature from an annotated bibliography that will be provided. Assignment: Literature Review for Mathematics Education This assignment is designed to provide students the opportunity to undertake an analytic approach to defining, analyzing, and evaluating topics relevant to urban school systems and its teachers, students, and community, and the consequential teaching and learning within all content areas and grade levels. Students will analyze the interplay of curriculum and instruction within the intended and unintended consequences of many processes: ideological, social, judicial, scientific, political, and economic. Assignment: Literature Review for Mathematics Education byrd_annotated_bibliography.docx literature_review.docx Examining third grade teachers’ perception and use of virtual manipulatives in a one-to-one school district. – Do teachers believe there is a need for virtual manipulatives? (interview/survey) Are virtual manipulatives being used in the classrooms? If so, how much? (classroom observations) I would like to do classroom observations and have teachers take a survey before they receive professional development, then give them the same survey and do more classroom observations after professional development. Bouck, E. C., Satsangi, R., Doughty, T. T., & Courtney, W. T. (2014). Virtual and concrete manipulatives: A comparison of approaches for solving mathematics problems for students with autism spectrum disorder. Journal of autism and developmental disorders, 44(1), 180-193. The research design used in the research is experimental, and this involves the use of different control factors in the understanding of the effect of the manipulative on the ASD students learning the process. The use of the visual manipulative was more involving for the students, and this improves their accuracy in the solving of the various problems. Carbonneau, K., Marley, S., &. Selig, J. (2012). A Meta-Analysis of the Efficacy of Teaching Mathematics with Concrete Manipulatives. Journal of Educational Psychology, 2013, Vol. 105, No. 2, 380–400. Through statistical comparison, the authors carefully identify how individual manipulatives influence teaching efficacy. Between the August of 2010 and the march of 2011, the researchers were engaged in a search for studies that highlighted those manipulatives within mathematics. The researchers used the six significant databases in social sciences to come up with 94 articles that which were used to arrive at the final 101 studies to be used for metaanalysis. They fail to show a correlation between manipulatives and teaching efficacy. Carr, J. J. (2012). Assignment: Literature Review for Mathematics Education Does math achievement h’APP’en when iPads and game-based learning are incorporated into fifth-grade mathematics instruction?. Journal of information technology education, 11269-286. The purpose of this quantitative, quasi-experimental study was to examine the effects of iPad use as 1-to-1 (1:1) device on 5th grade students’ mathematics achievement in two rural Virginia schools. In her research, Carr noted that students who developed a solid conceptual mathematics elementary foundation flourished in higher-level mathematics courses. Educators were creating positive interactive classrooms with the hopes of higher student achievement through enhanced student engagement. The experimental group used iPads during instruction for 9-weeks while the control group did not. The concluding data yielded no significant difference between the two groups. Finti, H. N. F. M. M., Shahrill, M., & Salleh, S. M. (2016). Integrating virtual manipulative with the use of iPad in the teaching and learning of fractions. Knowledge management & elearning, 8(4), 581–601. The purpose of this study is to examine the effectiveness of Virtual Manipulative with the use of iPads in teaching equivalence and addition of fractions. The research design is a mixed method, which began with an action research using an experiment, and followed by classroom observations. The entire study was conducted over a three-week block of school placement during regular school hours, conducted during regular scheduled mathematics classes (normal lessons of two periods of a total of 60 minutes). The findings of this study implied that Virtual Manipulative with the use of iPad was effective in enhancing students’ performance in terms of conceptual understanding. Teachers need to be competent in using the Virtual Manipulative application before they use the application in the classroom. Jackson, A. T., Brummel, B. J., Pollet, C. L., & Greer, D. D. (2013). An evaluation of interactive tabletops in elementary mathematics education. Educational technology research and development, 61(2), 311-332. This research examined the effect of an interactive tabletop on elementary students’ attitudes toward collaborative technologies, mathematical achievement, and the gender gap in mathematics. A sample of 53 elementary students utilized the interactive tabletop twice a week for one semester. Students were more positive about math as well as collaborative technology learning. Assignment: Literature Review for Mathematics Education There was not enough evidence to determine a coloration between the interactive laptop and the gender gap in mathematics. Also, mathematics programs would have to be developed for an interactive laptop. The math-based games on the market are for individual users and not conducive to group work. Kiger, D., Herro, D., & Prunty, D. (2012). Examining the influence of a mobile learning intervention on third grade math achievement. Journal of research on technology in education, 45(1), 61-82. Kiger, Herro, and Prunty completed quantitative research on a 9-week mobile learning intervention (MLI). This research focused primarily on the ability of third grade students to learn their multiplication facts. Two classes used Everyday Math and daily practice using flashcards while the other two classes utilized Everyday Math and web applications for daily practice. MLI students outperformed comparison students on a post intervention multiplication test. The study suggests further experimental research to determine the long-term achievement of those students. Suppes, P., Holland, P. W., Hu, Y., & Vu, M. (2013). Effectiveness of an individualized computer-driven online math k-5 course in eight California title I elementary schools. Educational assessment, 18(3), 162-181. During the 2006-2007 school year, Stanford University’s Education Program for Gifted Youth (EPGY) conducted a randomized-treatment experiment to test how adequate a computerdriven mathematics program would work for grades K-5. This program was originally created for gifted students, so it was modified (by removing more advanced problems) for Title I schools. Statistically significant gains were seen in the treatment group when compared to the control group for each Title I school. Research showed a positive EPGY work and 2007 Math scores relationship with the more students worked, the higher the resulting math scores.Assignment: Literature Review for Mathematics Education Tatar, E., Zengin, Y., & Kagizmanli, T. B. (2015). What is the relationship between technology and mathematics teaching anxiety?. Journal of educational technology & society, 18(1), 67. The research design used is the experimental design, and this helps in the analysis of the different controls in the research process and the effect that technology has on the improvement of the anxiety levels in the mathematics teaching. The findings of the research show that there are low levels of anxiety where the teachers are aware of the content. The perception of the usage of technology is important in helping to determine the changes in the anxiety levels as teachers are confident of the usage of technological tools in imparting knowledge. The teachers in elementary schools have high adoption levels to the usage of technology. Watts, C. M., Moyer-Packenham, P. S., Tucker, S. I., Bullock, E. P., Shumway, J. F., Westenskow, A., … & Jordan, K. (2016). An examination of children’s learning progression shifts while using touch screen virtual manipulative mathematics apps. Computers in Human Behavior, 64, 814-828. The paper focuses on the shifts that students exhibit when they work with the manipulative applications in mathematics on touchscreen devices. Data was collected through observations. This entails using different mathematical applications and observing the students’ reaction on their usage. The results of the test indicated the learning process was different and unique to each student using the manipulative. Ysseldyke, J., Tardrew, S., Betts, J., Thill, T., & Hannigan, E. (2004). Use of an instructional management system to enhance math instruction of gifted and talented students. Journal for the education of gifted, 27(4), 293-310. This quantitative and qualitative study is a comparative study that compared the performance of four groups (two gifted groups) before and after the use of the Accelerated Math program. Students were from 15 states with the experimental group comprising 1,130 students and the control group comprising 1,072 students. The purpose of the study was to examine the differential effects of the achievement of gifted and talented students when being taught by a teacher with the assistance of instructional enhancement versus a teacher not having the instructional enhancement in place. Assignment: Literature Review for Mathematics Education The research concludes that all students in Accelerated Math classrooms experienced greater gains. Gifted and talented students in the Accelerated Math classrooms also outperformed the gifted and talented students who were in the comparison classrooms. My research topic is: Examining 5th grade teachers’ perception and use of virtual manipulatives. Literature Review: The following components are included in a literature review, but integrated in a way that is persuasive and logical to a reader. i. ii. iii. Summaries of each article, research questions, conceptual framework(s), settings/context, methods, and major findings. Also identify limitations, either identified by the author or by you. Critiques of each article. These may include issues (small sample size, restricted population, methods not well-aligned with research question etc.) or positive aspects (e.g. innovative approach such as inclusion of student voices). Connections among articles. Consider the following prompts: 1. Is the literature consistent? Inconsistent? Why or why not? If there are areas of consensus and disagreement, highlight those. 2. Is there a group of sources using a particular conceptual framework that is better (in your view) than frameworks used in other sources? Explain why this framework is useful. 3. Are certain populations of students (by age, demographics. gender, etc.) being excluded in the research? If so, identify this gap, especially if you see your work filling this gap. 4. Are some sources not considering an important contextual variable (such as the policies that are affecting the variables studied)? … Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

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