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Should I change to make my focus more on math anxiety?

It ties into understanding how students learn and remember mathematics.

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Goebel, K. (2010). Differentiated instruction for girls. (Unpublished master's thesis)Retrieved from http://files.eric.ed.gov/fulltext/ED514087.pdf

Review: Girls learn differently than boys. It is important to for teachers to understand these differences

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Byers, T. (2009). The basics intervention mathematics program for at-risk students. Australian Mathematics Teachers, 65(1), 6-11. Retrieved from http://files.eric.ed.gov/fulltext/EJ853820.pdf

Review: BASICS stands for Building Accuracy and Speed in Core Skills. BASICS is an intervention program for low-achievers in math or students with learning disabilities. There are three stages to this intervention program.

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Blazer, C. (2011). Strategies for reducing math anxiety.Information Capsule, 1102, Retrieved from http://files.eric.ed.gov/fulltext/ED536509.pdf

Review: 93% of Americans say that they have experienced math anxiety. Anxiety interferes with the ability to solve math problems. This resource provides tools for teachers, parents, and students to help prevent or lessen math anxiety.

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Understanding Interventions

Understanding Mathematics Anxity

Mathematics Interventions

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Fast Draw: Improving Math Word Problem Solving with Strategy Instruction

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After reading and reflecting on the common themes and ideas, it was too difficult to find a connection to my research project. While this article was very informational, it is unrelated to my end goal.

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This was a great article that was very informational; yet it does not focus on the purpose of the plan.

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Wright, J. (2011). Math problem-solving: Combining cognitive & metacognitive strategies. Retrieved from http://www.interventioncentral.org/academic-interventions/math/math-problem-solving-combining-cognitive-metacognitive-strategies

Review: This resource provides an organizer for students to follow to say, ask, and check their math problems while working to find the solution.

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Response to Intervention | Math | Math Problem Solving

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Math problem solving is a resource for students who must be able to correctly interpret math graphics in order to correctly answer many applied math problems.

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Slavin, R., & Lake, C. (2007). Effective programs in elementary mathematics: A best-evidence synthesis. In A. Cheung, C. Cooper, R. Boruch, H. Becker, P. Abrami, & L. Suter (Eds.), Best evidence (Vol. 1.2). Baltimore, MD: Institute of Education Sciences, U.S. Department of Education. Retrieved from http://www.bestevidence.org/word/elem_math_Feb_9_2007.pdf

Review: The research discussed in this article is about three types of interventions for improving elementary mathematics.

1. Mathematics Curriculum

2. Computer-assisted Instruction

3. Instructional Process Programs

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Namukasa, I., Gandanidis, G., & Cordy, M. (2009). How to feel about and learn mathematics: Therapeutic intervention and attentiveness. Mathematics Teacher Education and Development, 10(2008-2009), 46-63. Retrieved from http://files.eric.ed.gov/fulltext/EJ863712.pdf

Review: The research is focused on providing pre-teachers with therapeutic interventions. The interventions provide them with problem solving that are uncommon. The study/data shows that providing teachers with these interventions affect how they feel, teach, and think about mathematics.

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Thornton, S., Quinane, M., Galluzzo, G., & Taylor, D. (2010, July). One on one numeracy intervention: A pilot project in low ses communitities. Paper presented at the Annual meeting of the mathematics education research group of australasia, Freemantle, Western Australia. Retrieved from http://files.eric.ed.gov/fulltext/ED520972.pdf

Review: This paper reports the finding of the impact of a one on one intervention project done in 2009. The idea was for teachers to be given the opportunity to meet their students at their ability. The results of the findings were at one on one interventions works and should be used in the classroom.

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Gottler, R. M. (2010). Passive or passionate participation in mathematics: Diagnosing and improving student participation in mathematics. (Unpublished master's thesis)Retrieved from http://files.eric.ed.gov/fulltext/ED511318.pdf

Review: Gottler's research was focused on the reasons why fifth graders participate or done in mathematical discussions. The research gathered was to determine if this affects their understanding of the concepts. Data was collected and interventions discussed through this master's thesis (Capstone).

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de la Torre, M., Allensworth, E., Jagesic, S., Sebastian, J., Salmonowicz, M., Meyers, C., & Gerdeman, R. D. (2012). Turning around low-performing schools in chicago. Manuscript submitted for publication, Consortium on Chicago School Research, University of Chicago, Chicago, Chicago, IL, Retrieved from http://files.eric.ed.gov/fulltext/ED529371.pdf

Review: The goal of the study described in this publication was to take a look at Chicago school reform and how it positively impacted the students of these schools. Data is provided and the reform is discussed in detail.

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Center of Mental Health in Schools at UCLA. (2011).Moving beyond the three tier intervention pyramid toward a comprehensive framework for student and learning supports. Manuscript submitted for publication, Department of Psychology, University of California, Los Angeles, Los Angeles, CA, Retrieved from http://smhp.psych.ucla.edu/pdfdocs/briefs/threetier.pdf

Review: A different approach to creating interventions without the use of the three tier model.

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Murry, C. S., Coleman, M. A., Vaughn, S., Wanzek, J., & Roberts, G. (2012). Designing and delivering intensive interventions: A teacher's toolkit. In Portsmouth, NH: RMC Research Coporation. doi:www.centeroninstruction.org

Review: A resource providing teachers with four intensive interventions to use in their classroom.

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Title

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How will I measure my results?

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What are some good websites to visit to find good resources?

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build positive interactions with mathematics in the classroom

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To help struggling students focus on improving their math skills

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The purpose of this study is to determine researched based interventions that will improve student mathematic achievements.

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Rathvon, N. (2008). Effective school interventions, evidence- based strategies for improving student outcomes. (2 nd ed.). New York, NY: The Guilford Press.

Improving Math Fluency with a Multicomponent Intervention (p. 235)

The purpose:

improve speed

improve accuracy

use peer tutoring

feedback

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Rathvon, N. (2008). Effective school interventions, evidence- based strategies for improving student outcomes. (2nd ed.). New York, NY: The Guilford

Press.

Reciprocal Peer Tutoring in Math (p. 238)

The purpose:

increase performance

engagement

use of peer tutoring

group goals

group rewards

self-management/goals

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Macomb County, MI

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I plan to study students’ mathematics performance because I want to find out if there are interventions that can be incorporated into my classroom to show growth on standardized test so that I may better understand how students learn and remember mathematics.