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I have a few ideas for my term project, all of which revolve around the big idea of equity in the math classroom. The idea I am leaning towards doing is tracking in math departments and how this affects students mindsets towards learning math.

The article (attached) that feels similar to this is "Better At Math Than Me", a publication in NCTM Mathematics Teacher: http://www.nctm.org/publications/mathematics-teacher/

The writer started with a story that motivated his interest (or continuing interest) of growth mindset in math classrooms and what negatively affects this. He also uses short stories throughout that tie into the story and also brings in some research associated with the topic.

The two other topic I have thought about doing is also indirectly connected to equity and would be a collection of instructional strategies to support all students to talk.

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For my term project, I am still debating on my topic, but I know that I would like to write for Mathematics Teacher.
http://www.nctm.org/publications/mathematics-teacher/

I have gone back and forth on a couple of different topics, including the topic of homework, testing, and standards-based grading. Right now I am leaning towards a focus on testing, and the importance of implementing formative assessments which are meaningful in the math classroom. The following article discusses how to implement tasks which require students to persevere and problem solve, and show their understanding of the standards being taught. http://www.jstor.org.proxy2.cl.msu.edu/stable/pdf/10.5951/mathteacher.110.5.0372.pdf?refreqid=excelsior%3A8f2ced058871901aeb961dfa0515796d

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For my term paper, I would like to write for Mathematics Teacher. (http://www.nctm.org/publications/mathematics-teacher/)

While I have a few topics that I would be interested in writing about, for now I am leaning towards the topic of testing. Testing has been a hot topic in the field of education for as long as I can remember. Throughout my program at MSU, we learned about formative and summative assessment as well as the impact of each in our classroom. Throughout the past few years as a teacher, I have watched students be successful on individual assessments but struggle on comprehensive ones such as mid terms or final exams. In most cases, this is due to students memorizing content for the short term but not retaining it for future application. After coming across this article,  "Involving Students in Developing Math Tests," http://www.jstor.org.proxy1.cl.msu.edu/stable/pdf/10.5951/mathteacher.110.8.0612.pdf?refreqid=excelsior%3Ab60ffa89807b52980daa9f074820081b. I became interested in the idea to try and help students to comprehend material for the long run rather than just memorize it for an assessment.

My second option is in regards to the rules article we read last week.
Teaching Algebra I and Algebra II, I deal with common misconceptions on a regular basis. Whether it be the order of operations, combining like terms or just general conceptual understandings. With some of these concepts so deeply ingrained in my curriculum, I am interested in exploring ways of diminishing the appearance of these misconceptions or possibly stopping them all together.

While I would be looking at multiple misconceptions, the article below about  "Rethinking the Order of Operations" sparked my interest. Although students have been using the mnemonic device for years, they still struggle to comprehend its meaning and how to effectively apply it.

"Rethinking the Order of Operations" http://www.jstor.org.proxy1.cl.msu.edu/stable/pdf/10.5951/mathteacher.111.2.0126.pdf?refreqid=excelsior%3A7b981b0d70adf72ae26858e29792489a

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For my term project, I am still all over the place on what I want to do. My primary interest is in writing for Kappan (http://pdkintl.org/publications/kappan/)

I would like to document my experiences in building growth-mindsets in my math classroom. I have noticed that my class this year has trouble persevering when faced with a challenging new concept. There is a lot of "I can't do this" and demands for immediate help rather than re-reading, asking a neighbor, etc. Some of this is in the structure of the textbooks - when the structure of the book doesn't fit the pattern the students are used to, they often freeze up. I would like to document how I reach out to parents, initial mindsets and changes over time, and strategies taught in the classroom, using specific projects as examples.

I liked the interview-analysis style of Erlwanger's article on Benny. This article has a similar format, with an "expert" as the interviewee rather than a student: http://www.jstor.org.proxy1.cl.msu.edu/stable/pdf/42927161.pdf?refreqid=search%3A2ce3808aaa775f374c2f874cf8f155a6

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For my term paper, I would like to write for Mathematics Teacher (http://www.nctm.org/Publications/Mathematics-Teacher/).

I would like to write about Situated Learning in the classroom. Situated learning has been a hot topic lately, due to providing meaningful learning that helps students develop problem solving skills that they can use in the real world. I am implementing a curriculum similar to the situated learning and I am interested to learn more about it and the benefit it has for the students.

The article I found highlights the understanding of situated cognition and the design of situated learning environments.
http://www.jstor.org.proxy2.cl.msu.edu/stable/pdf/30220993.pdf?refreqid=search%3Ab519f0e34eeb2b3227784949786daed0

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For my term project, I liked the writing style from Mathematics Teacher and The Phi Delta Kappan Journal. http://www.nctm.org/publications/mathematics-teacher
http://pdkintl.org/publications/kappan/

I write to write about Standards Based Grading (SBG) and the effects it has in a math classroom, as well as connect the idea of SBG to the importance of building a Growth Mindset.

The article I found from Phi Delta Kappan I really enjoyed was http://www.jstor.org.proxy2.cl.msu.edu/stable/pdf/24375853.pdf?refreqid=excelsior%3A1c6c93b55d1dc36f1db88dc158b417b9 and from Mathematics Teacher it is, http://www.jstor.org.proxy2.cl.msu.edu/stable/pdf/10.5951/mathteacher.110.7.0486.pdf?refreqid=excelsior%3A921b399690e7d63e0577c1c93510ed25. My main goal is to show the benefits of SBG to student's learning and how this affects them as a math student. I want to show how if they are able to master the standards in class at any time, they have more belief in themselves in the classroom.

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For my term project, I would like to write for Mathematics Teacher, http://www.nctm.org/publications/mathematics-teacher/

I want to write about how teachers can focus on a mathematical standard without losing ground on another. For the last couple of our years our school has focused on the the practice of MP3 which is construct viable arguments and critique the reasoning of others. This paid off on our State Test scores and our students excelled in this. Unfortunately, that was the only area that they did well.  This year we are focusing on fluency and attending to precision (MP6).  I worried that if we shift our focus we are going to start declining.

The article I found (http://www.jstor.org.proxy1.cl.msu.edu/stable/pdf/10.5951/mathteacher.108.6.0461.pdf?refreqid=excelsior%3Aa21a6bba9829f20a38793aecccee5b5c) is Ways of Thinking and Mathematical Practices. This provides examples of ways to find those mathematical practices within a lesson.

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I am using TEACH Magazine as my outlet for my term project. I loved the style, topic and looks of the articles offered in this online magazine. The topics were very relevant to my classroom and the students whom I have.

http://www.teachmag.com/

I want to write about the importance of connecting the Common Core Standards to real life applications for the students. As part of our new evaluation system, we emphasis the importance of the learning target of the lesson and connect it to real life applications. The students and I have been struggling to find ways to connect certain topics to the real world. I want to write about this disconnect that happens with standards in the Common Core and how it affects the student learning and their attitudes towards that particular topic.

The article I found that is of similar style to what I would like to write is about using inquiry based learning in the classroom. One teacher shares her story of how she used inquiry based teaching in her classroom to teach mathematics. I want to talk about the importance of real life connections in relation to teaching mathematics, and the difference it makes in the students learning and attitudes towards that particular topic.

http://www.teachmag.com/archives/8366

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Since I am not a math teacher, this assignment will be a struggle for me, however, I am determined to meet the expectations. I would like to explore the use of manipulative technology to help teach math to students with ASD in the middle school grades. This article will be written for the audience of Scholastic Teacher, specifically for the "Professional Development" section.
http://www.scholastic.com/teachermag/

I found this article in Scholastic Teacher about teaching in the inclusive classroom and I believe that many general education teachers feel they need more support when serving students with IEPs in the inclusive setting. I would like to provide a tech support which I studied last semester in CEP 842: Content Instruction for Students with Mild Disabilities. The professor for that course, Emily Bouk, included many math instructional strategies that I would like to expand upon and make a focus for this assignment. Although I do not have math certification, as a special education teacher I am required to write math goals for the IEP and to support math teachers with strategies in the general ed classroom.
https://www.scholastic.com/teachers/articles/17-18/creating-an-inclusive-classroom/

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As I looked through articles, I found myself particularly interested in topical discussions of mathematics. I am interested in writing for The Mathematics Teacher as it seems the most relevant to the topic I want to study (http://www.nctm.org/publications/mathematics-teacher/).

The topic I am interested in looking into more deeply is math homework. I want to know what different teachers do for homework assignments and I also want to look into the question of whether homework adds value, and if it does, in what ways. One topic-oriented articles includes, "Rethinking the Order of Operations" (http://www.jstor.org.proxy1.cl.msu.edu/stable/pdf/10.5951/mathteacher.111.2.0126.pdf?refreqid=excelsior%3A10d5ccf29d7ffde03c4e5956b8f84be2).

I think many math teachers, including myself, give homework because we believe it is good practice for students. Jo Boaler talks about homework in her book, Mathematical Mindsets, which challenged my thinking on why I give homework. I want to do the research to be able to make a quality and justifiable decision about what I ask students to do outside of class.

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For my term project, I would like to write for the Phi Delta Kappan.
(http://pdkintl.org/publications/kappan/)

The style of article I wish to submit is research based and the Kappan has a list of topics which includes: All of the adults who matter: beyond teachers and principals. I would love to write about the power of the math teacher specifically regarding how teacher openness and relationship impacts math learning. Here is a sample of a similarly styled article:
(http://journals.sagepub.com.proxy2.cl.msu.edu/doi/full/10.1177/0031721717690366)

The math teacher plays a critical role in a student's academic experience. How can the math teacher influence student learning in distinctive ways? Why is the role and relationship of the math teacher particularly influential in student mastery? I plan to unpack the highly influential role math teachers play in our student's lives.

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For my term project, I would like to write for Mathematics Teacher (http://www.nctm.org/Publications/Mathematics-Teacher/).

The Mathematics Teacher publication has a call for articles on "Effective Teaching of Foundational Concepts" (http://www.nctm.org/uploadedFiles/publications/write_review_referee/journals/mt2017-05-693a.pdf).

This year I am teaching a Pre-Algebra/Algebra 1 course, where I meet with my students for 90 minutes every day, compared to other classes where teachers only see their students for 90 minutes every other day.  These students receive two credits at the end of the year, one for Pre-Algebra and one for Algebra 1.  We will spend all of first semester (until the end of January) focusing on linear functions, from solving  to graphing to systems.  This year I would really like to focus on students finding patterns on their own for these topics, similar to the article that I have attached on using graphing calculators to discover the different components of graphing.  (http://www.jstor.org.proxy1.cl.msu.edu/stable/pdf/27971116.pdf?refreqid=excelsior%3A4220dac0af4ab3294cc7fef9dc4c2075)

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I would like to write for Mathematics Teacher for my TE 855 term project.  http://www.nctm.org/publications/mathematics-teacher/

Specifically I will be focusing on the call for articles addressing "Open the Door and Keep it open" (http://www.nctm.org/uploadedFiles/publications/write_review_referee/journals/mt2016-03-546a.pdf).

This call for articles focused on instructional strategies done in entry level mathematics courses that engage ALL students. I will focus on instructional strategies and lessons where I use differentiation and group work to maintain a high level of cognitive demand for all levels of students.

I teach a wide range of students both based on skill level and also mathematical interest. I will focus on how to reach all of my students, and also how to increase their mathematical confidence and interest.

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I would like to write for the Mathematics Teacher for my term project. http://www.nctm.org/publications/mathematics-teacher/

I am interested in writing about experiential learning and the role that can play in a classroom. I would discuss the benefits and how it fits into a classroom (how often, when and why). The article will focus on an overview and examples of experiential projects and tasks. I will discuss the importance of involving the community in a project. Creating/adapting a project will be covered, what a class period looks like for a teacher and a student and the outcomes of an experiential task/project.

The article will be a response to this call to manuscript: http://www.jstor.org.proxy2.cl.msu.edu/stable/10.5951/mathteacher.111.1.0065 that calls for "manuscripts that address the process of drawing conclusions based on evidence and developing understanding of a situation by connecting it with existing knowledge." Similar articles include articles on building curriculum (http://www.jstor.org.proxy2.cl.msu.edu/stable/pdf/10.5951/mathteacher.111.1.0034.pdf?refreqid=excelsior%3A0f9d7436a954659eff79c92f0094b4af) and connecting student learning to the real world (http://www.jstor.org.proxy2.cl.msu.edu/stable/pdf/10.5951/mathteacher.111.1.0054.pdf?refreqid=excelsior%3Ab452a5bb9f4294dc4e1c8ae2955e445c)

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For my term project I would like to write for the Mathematics Teacher. http://www.nctm.org/publications/mathematics-teacher/

I am interested in writing about the importance of mistakes in the mathematics classroom, and how they can be a catalyst for further exploration and learning. So often students are terrified to make mistakes, and therefore don't take risks and challenges in class. I am curious to explore this idea, and then discuss why they can be so meaningful in classes. I am also interested in exploring how we can create an environment that encourages to take risks and become comfortable with mistakes.

I had some trouble finding an article specifically about the beauty of mistakes. But I did find a few things that could work in a similar way. I also know this is something the journal is interested in because in their issues they have pages that gives ideas for people who want to submit, and this was one of their topic ideas.

This article about the importance of prior knowledge - similar in that I want to write about the importance of mistakes. http://www.nctm.org/Publications/Mathematics-Teacher/2017/Vol110/Issue9/Mathematical-Modeling_-Are-Prior-Experiences-Important_-2147112364/

These are a couple of articles that are about different mistakes/misconceptions and why they are important to recognize and help students rewrite their understanding.
http://www.nctm.org/Publications/Mathematics-Teacher/2017/Vol111/Issue2/Circumventing-High-School-Rules-That-Expire/

http://www.nctm.org/Publications/Mathematics-Teacher/2017/Vol111/Issue2/Rethinking-the-Order-of-Operations-(or-What-Is-the-Matter-with-Dear-Aunt-Sally_)/

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I would like to write for Mathematics Teacher (http://www.nctm.org/publications/mathematics-teacher/), focusing on Math Practice #4, Modeling with Mathematics, similar to http://www.jstor.org.proxy1.cl.msu.edu/stable/pdf/10.5951/mathteacher.110.7.0506.pdf?refreqid=excelsior%3A23b2352f595410c080678e003dfac8ba. Specifically, I am going to focus on modeling in the Geometry classroom and breaking down the practice. What does it mean to model mathematics in the Geometry classroom? What are some examples that have been successful in furthering students' understanding of the content using modeling?

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For my project I would like to write for Mathematics Teacher (http://www.nctm.org/publications/mathematics-teacher/). I am interested in writing a discussion piece regarding proofs in Geometry. This topic has been on my mind since the beginning of this school year when my department decided we were going to approach proofs differently than in previous years. In the past, we did an "Introduction to Proofs" unit a couple units before we covered proofs involving triangles as a way to prepare them for the formal proof writing. This year we are incorporating "proofs" into every unit by requiring students to justify their work using statements and reasons any time they apply a geometric concept. While I do like many aspects of this practice, I also have some concerns.

I like having the students justify their work and discuss their reasoning, and I think this practice will prepare them very well for formal proof writing; ultimately making it feel less daunting since it will be something that they have done all year that they are comfortable with. It also helps the students see that there is a reason why we can perform the operations that we do and why we can come to various conclusions.

The concerns I now have are that requiring students to write statements and reasons for their work is in a way limiting the students' thinking and making the math seem very procedural. I worry that they are getting so caught up in trying to make sure they have all of the proper steps and justifications included that it is hindering some of their free thought and meaning-making. I love when I see students making connections on their own and looking at problems in different ways, but I worry that they feel they cannot do that  as much with the new requirements.

The following article, Proofs Without Words (http://www.jstor.org.proxy1.cl.msu.edu/stable/pdf/10.5951/mathteacher.110.8.0580.pdf?refreqid=excelsior%3A5bb606724e7e547199ac08133a2055c2), discusses a visual strategy for more informal proof writing. While proofs are by nature fairly procedural, I would be interested to see what effect strategies like the one mentioned in this article, as well as others, would have on students' reasoning and meaning-making. I would also be very interested in speaking with members of my department at my school, as well as in other schools, to see how they address this issue with their students.

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I would like to write for The Mathematics Teacher (http://www.nctm.org/publications/mathematics-teacher/). I am particularly interested in how to make functions and graphing more meaningful for students. My students struggle with linear functions and graphing more than any other topic in Algebra 1. This article (http://www.jstor.org.proxy2.cl.msu.edu/stable/pdf/10.5951/mathteacher.110.7.0534.pdf?refreqid=excelsior%3A2569404652e873d83d05210c8bc3c82b) is a great example of an interesting, unique way of getting students to think beyond the problem that's in front of them. I was actually surprised to stumble upon this article, because I was wanting to write about graphing and linear functions anyways, but then found this article. The purpose of the activity in the article is to determine which of the Roman capital letters can be represented by a piecewise function. My term paper would take on the unique perspective of a virtual classroom teacher while reflecting upon the lessons I taught this concept with.

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The Math by The Month section of Teaching Children Mathematics is something I would like to write. These submissions are a 1-2 page articles that give educators ideas of ways they can integrate relevant, age appropriate problem solving into the classroom. The idea that these are quick and engaging activities also makes it easy for teachers to immediately use. The articles have 4-weeks worth of ideas for three grade level bands. A few examples are linked below.

Spring showers bring many flowers Author(s): Faiza M. Jamil Source: Teaching Children Mathematics, Vol. 23, No. 7 (March 2017), pp. 402-403 Published by: National Council of Teachers of Mathematics Stable URL: http://www.jstor.org/stable/10.5951/teacchilmath.23.7.0402 Accessed: 30-09-2017 17:01 UTC

Harry Potter-inspired mathematics Author(s): James Russo and Toby Russo Source: Teaching Children Mathematics, Vol. 24, No. 1 (September 2017), pp. 18-19 Published by: National Council of Teachers of Mathematics Stable URL: http://www.jstor.org/stable/10.5951/teacchilmath.24.1.0018 Accessed: 30-09-2017 16:56 UTC

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I would like to write an article for Teaching Children Mathematics about the topic of developing fact fluency in addition & subtraction (specifically targeted for the 1st-2nd grade level).  Other articles have been written on the topic (see below).  I would like to expound on specific strategies that can be taught at this grade level to strengthen mental math fluency and also include links to specific resources to help teachers implement these strategies in their classrooms.

Gina Kling. “Fluency with Basic Addition.” Teaching Children Mathematics, vol. 18, no. 2, 2011, pp. 80–88. JSTOR, JSTOR, www.jstor.org/stable/10.5951/teacchilmath.18.2.0080.

Lisa M. Buchholz. “A License to Think on the Road to Fact Fluency.” Teaching Children Mathematics, vol. 22, no. 9, 2016, pp. 556–562. JSTOR, JSTOR, www.jstor.org/stable/10.5951/teacchilmath.22.9.0556.

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Recently, I taught my students a song and dance about factors and multiples that is performed to the tune of "Jump On It". A vast majority of my students, LOVED IT. I'm teaching sixth grade so this stuff is "fun" for them. I heard some singing it out in the hallway and others told me they practiced at home. Then I graded their exams and compared the scores to last year. Of course, after a year of teaching my methods have improved but a majority of the teaching was the similar because the curriculum was the same. This year, I just introduced the song and dance. The average of my scores last year was 84% and this year was 90%. Of course, I cannot draw the conclusion that the increase was due to the song and dance but I do believe that this component may be a part of it. I want to explore the ideas of song and dance in the math classroom.

My proposal for my Term Paper would include a reflection on a lesson. I want to engage students by having them form groups and compose their own music and dance for a particular concept we are learning about. I want to reflect on how the students are engaging, examine their musical compositions and relate it to their success on the next quiz. In the Journal, Mathematics Teaching in the Middle School, I was intrigued by the journal The Intersection of Language in Mathematics. This journal can be found at the following link: http://www.jstor.org.proxy2.cl.msu.edu/stable/41183114?seq=1#page_scan_tab_contents
The author of this article discusses how she used images in everyday life, such as a football field to teach concepts of integers. The author concludes that the images helped students to conceptualize the concepts. I plan to build off of these ideas and study how song and dance can help students solidify ideas. The author allowed students to design their own story problems and she concludes that this helped them to find their own understanding of the concepts. I think that through their design of a song and dance that can do the same. I plan to create a lesson study and reflection for Mathematics Teaching In the Middle School on the exploration of designing song and dance to a mathematics concept.

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Shannon Smith (Howerton) - Project Proposal

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Shannon Smith (Howerton) - Project Proposal

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The outlet that I choose to write for is Mathematics Teacher (http://www.nctm.org/publications/mathematics-teacher/). One article that aligns well with a passion of mine was one called Mathematical Selfies: Students' Real-World Mathematics (http://www.jstor.org.proxy1.cl.msu.edu/stable/pdf/10.5951/mathteacher.111.1.0054.pdf?refreqid=excelsior%3A522d38fc157b0be169d5df1052e240fd). I strive to bring the real world into my Geometry classrooms constantly, especially in ways that allow students to make math real and meaningful for themselves. This article from Mathematics Teacher's September 2017 issue illustrated examples of projects that allowed students to explore their world through a mathematical lens, which I am completely excited about and want to take my writing in that same direction.

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For my project, I want to write for Mathematics Teacher (http://www.nctm.org/publications/mathematics-teacher/). When exploring the Mathematics Teacher site, I found a call for articles on mathematical misconceptions (http://www.nctm.org/uploadedFiles/publications/write_review_referee/journals/mt2017-05-661a.pdf), and since that is of interest to me in general, I want to write about them. In the most recent (October 2017) issue, there is an article about rethinking the order of operations-I want to do something like this article, but with several misconceptions, much like the rules article from last week.