Maggie Estabrooks
Shaunda Wood
March 2, 2017
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Courey, S., Balogh, E., Siker, J., & Paik, J. (2012). Academic music: music instruction to engage
This article useful to teachers because it shows how some students can improve in
which can put them behind when they move the next grade. If teachers see
students who are having fraction difficulties maybe creating music integrated
math lessons is the answer. Throughout the article there are example activities for
students that integration music notation with fractions. For example; what does a
quarter note look like? Half note? Whole? What does 4/4 time in music mean?
After going over these concepts teachers can get students to compare fractions in
music to fractions they do in math, so they can see the similarities. Sometimes as
teachers we forget to integrate subjects like music, but as shown in this article it
Gearhart, M., Saxe, G. B., Seltzer, M., Schlackman, J., Ching, C. C., Nasir, N., Fall, R., ... Sloan,
This article is useful to teachers because it goes through some ways for them to
incorporate problem solving skill and NCTM standards into their teaching
computation questions the article goes through to find more opportunities for
student learning. Teachers who read this article will see how to address conceptual
Another point found was how to teach the ways that numeric representations are
linked to fractions concepts. Opportunities such as this will give teachers a chance
to involve more NCTM standard and developed learning into their classroom.
Mix, K. S., Levine, S. C., & Huttenlocher, J. (1999). Early fraction calculation ability.
concepts with students who have not yet had formal instruction will gives teachers
an idea on where they can start with students in these topics. Since students
sometimes have problems with these two concepts it is important to find the cause
of their struggles. The article does say that it is not (usually) a misunderstanding
of whole number concepts before moving onto fractions. One hypothesis is that
children may have difficulty using the same written symbols to stand for both
whole numbers and fractional amounts. Information like this can help teacher try
out new methods of teaching fractions in their classroom. Developing new and
improved ways to teach something like fractions is a difficult process but one that
is very important.
Newton, K. J. (April 01, 2009). Instructional practices related to prospective elementary school
teachers motivation for fractions. Journal of Mathematics Teacher Education, 12, 2, 89-
109.
This article is great for prospective teachers and also for teacher who will be
working with them. It shows how, at the time, new teachers were thinking about
teaching math. Elementary teachers show high levels of anxiety and low levels of
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because their anxiety and the way the present math to students can translate that
attitude. The last thing teachers can is to be the cause of students not enjoying or
being anxious about a subject. The article suggests prospective teachers look into
their anxiety and with time it should go down after more experience teaching the
subject. One thing the article wanted to look at was if levels of motivation/anxiety
were different based on the math topic, in the end there was no significant
difference.
Similar to the last article, this article deals with how prepared preservice
teachers are when it comes to math. Fraction in particular are such a difficult
important for teachers because it shows them how their anxieties and emotions
towards a topic can affect students. One issue the article highlights for these
anxietys is that some colleges do not prepare elementary teachers to teach math
concepts. The process in which math is taught has changed as well which can
affect new teachers anxiety level. After seeing this information prospective
teacher may take the time to develop their math concepts before teaching. It could
also benefit the school to have a teachers who can help other teachers when they
are struggling with math concepts while teaching. When teachers understand
language for defining the whole. Journal of Mathematics Teacher Education, 16, 2, 85-
103.
This article is wonderful for new teachers to read because it highlight how to use
fraction language when teaching students. One of the reasons that fractions can be
so hard for students is because they do not understand what is being asked in a
how many. It can also be hard for new teachers to use the new fraction
language that is used in classrooms nowadays. From this article teachers can take
away ideas on how to clarify their questions to students. It gives great examples