Running head: MATH SUMMATIVE PROJECT 1

Math Summative Project

EDUC 5433 Elementary Math Methods

Shaunda Wood

Allison Curran

March 1st, 2018

MATH SUMMATIVE PROJECT 2

Table of Contents
Annotated Bibliography (Math Anxiety)………………..………………………….…..p. 3

The Effects of Math Anxiety…………………………………………………...p. 3

Math Anxiety: Personal, Educational, and Cognitive Consequences…….........p. 4

Math anxiety: Who has it, why it develops, and how to guard against it…...….p. 5

Helping Students Get Past Math Anxiety………………………………………p. 6

Math Curse or Math Anxiety?.............................................................................p. 7

Math Anxiety…………………………………………………………...………p. 8

STEM Lesson……………………………………………………………………….p. 9-14

Review of 5 Math Manipulatives……………………………………………………...p. 14

Base Ten Blocks………………………………………………………………p. 15

Clocks………………………………………………………………………....p. 16

Two Colour Counters……………………………………………………….....p. 17

Playing Cards………………………………………………………………….p. 18

Canadian Money Manipulatives………………………………………………p. 19

Areas of Interest……………………………………………………………………….p. 20

Integrating Mathematics and Science……………..……………………….p. 20-21

Peer Teaching……………………………………………………………...p. 22-36

What’s the Scoop?.............................................................................................p. 37

Mathematics Technology……………………………………………………………...p. 38

Addition and Subtraction (Video)……………………………………………..p. 38

Website Review…………………………………………………………....p. 39-40

Mathematic Read Aloud………………………………………………………p. 41

References……………………………………………………………………………..p. 42
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Annotated Bibliography

Andrews, A., & Brown, J. (June 06, 2015). The Effects of Math

Anxiety. Education, 135, 3, 362-370.

The article, The Effects of Math Anxiety by Amanda Andrews and Dr. Jennifer

Brown, focuses on a conduction of a study that attempts to figure out the relationship

between pre-enrollment math anxiety, standardized test scores, math placement scores,

and academic success during a freshman math coursework. The study consisted of 180

freshman students that attended a university in the southeastern United States. In the end,

the study found what they were expecting to find and that was that there is a relationship

between math anxiety and final course grades. The article defines math anxiety as

negative cognitions, and avoidant behaviours towards mathematical situations, whether

that is in life or academic situations. The article discusses how math anxiety is a very big

problem, especially for students, and how the effects are only increasing as many

Americans struggle, as well as shares some interesting information regarding math

anxiety and the consequences that it has on an individual and the things that they do.
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Ashcraft, M. H. (June 23, 2016). Math Anxiety: Personal, Educational, and Cognitive

Consequences. Current Directions in Psychological Science, 11, 5, 181-185.

The article, Math Anxiety: Personal, Education, and Cognitive Consequences by

Mark Ashcraft consists of a study that looks at the effects and consequences of people

who have suffered/ and are suffering from math anxiety. The article mentions the

methods for the study, which are tests, one that is simpler with no time restrains and the

second one consists of a test, which looks at harder mathematical concepts. The article

mentions how although math anxiety is prominent through many students, out of the

students that do suffer it is greater when students are asked math questions that involve

decimals/fractions/percents, as well as when they know that they are being timed. The

article provides its readers with a definition of math anxiety, which is a feeling of tension

and fear that is linked with one’s math performance. The article also briefly discusses the

history of math anxiety, in regards to when it was first assessed by using the

Mathematical Anxiety Rating Scale. The article also discusses how the causes of math

anxiety are not determined, however the ways that some teachers teach it has be

considered a risk factor, and what needs to be addressed to fix this.

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Maloney, E. A., & Beilock, S. L. (January 01, 2012). Math anxiety: who has it, why it

develops, and how to guard against it. Trends in Cognitive Sciences, 16, 8, 404-6.

The article, Math anxiety: who has it, why it develops, and how to guard against it

by Erin Maloney and Sian Beilock is a very informative piece of writing that all

educators should read pertaining to math anxiety. The article discusses how important

basic math skills are, but also how many people are afraid of dealing with numerical

information, which affects their lives. The article discusses recent information found

about how before math anxiety was thought to develop during junior high because of the

increasing difficulty in the curriculum, but now has been seen in many students in

elementary levels. The article also discuses how math anxiety may develop due to some

social factors, including: if a teacher has math anxiety they may pass it on to their

students when teaching, as well as how students are treated regarding their mathematical

ability. The article concludes by mentioning that one easy way that future educator can

help students with math anxiety and that is to be very knowledge about it. If an educator

is knowledgeable on the topic than they are able to help their students avoid math anxiety

all together.
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Scarpello, G. (September 01, 2007). Helping Students Get Past Math

Anxiety. Techniques: Connecting Education and Careers, 82, 6, 34-35.

The article Helping Student Get Past Math Anxiety is an article that consists of

information in regards to what math anxiety is, how it is form, and what we as future

educators can do to help students who unfortunately suffer from math anxiety. The article

discusses how students can develop math anxiety at a very young age, which is the fourth

grade, although may not peak until the student is older. When the math anxiety does peak

however, it can be very detrimental to students’ futures. For example, some students will

steer clear of many mathematical subjects in high school due to their math anxiety,

however these mathematic courses that they are steering clear of are mathematics classes

that may be needed to be completed to get into college or university. The article ends by

commenting on how educators can help students who are dealing with math anxiety, as

well as discusses ways that educators can avoid creating math anxiety in students.
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Stuart, V. B. (January 01, 2000). Math Curse or Math Anxiety?. Teaching Children

Mathematics, 6, 5, 330-35.

The article, Math Curse or Math Anxiety by Vanessa Stuart gives a teacher’s

perspective of what it is like to be in front and have to develop lessons for students of all

academic abilities, specifically for this article, mathematics. Stuart opens up the article by

telling the readers to imagine themselves in a fifth grade classroom where all students

have different academics abilities and behaviour levels, as well as how some of those

students struggle with math and some are exceptionally well at it. Stuart then suggests the

reader to come up with a curriculum that is challenging; yet improves test scores and

allows students to be successful. While readers try to achieve all of this, Stuart brings to

their attention that this is what typically happens in a classroom. Stuart talks about how

math anxiety developed which is usually from a lack of confidence. After seeing some of

the students suffer from math anxiety in her classroom, she developed a survey that the

students could do that asked them questions like “why/why you like math” or “how do

you feel when you do math problems”. By the students participating in the survey it

allowed the teacher to get an idea of where her students were in terms of math/math

anxiety. This survey would be a very beneficial thing to incorporate into classroom to get

informed on students’ feelings!

MATH SUMMATIVE PROJECT 8

Thilmany, J. (June 01, 2009). MATH ANXIETY. Mechanical Engineering, 131, 6.)

The article Math Anxiety, by Jean Thilmany, goes to show how math anxiety that

is developed in elementary/middle school can go on to effect a life forever. The article

touches on the number of symptoms in conjunction with math anxiety, including concern,

worry, fear, mental blocks, and tension. Regardless of field of study, math anxiety is a

prominent in many students in university. The study that was completed in this article

consisted of 885 first year students at a university and there were significant findings in

regards to students’ attitudes towards math. One finding that the university study found

was that 47% of men become anxious when it comes to numbers, and 62% of women

become anxious when it comes to numbers.

MATH SUMMATIVE PROJECT 9

STEM Lesson

STEM Lesson Plan

Teacher: Miss. Curran (Allison Curran) School: St. Thomas University

Date: Thursday, March 1st, 2018 Time: One Art Class (1:00PM –
2:00PM)
Subject: Science and Math Topic: The Science of Hot Drinks

Lesson Outcomes:

Next Generation Science Standards

• 5-PSI-3 Matter and Its Interactions
o 5-PSI-3 Make observations and measurements to identify materials
based on their properties.
• 5-PSI-4 Matter and Its Interactions
o 5-PSI-4 Conduct an investigation to determine whether the mixing of
two or more substances results in new substances.

New Brunswick Science Curriculum (Grade 5)

Physical Science: Properties and Changes in Materials (Unit 2)
• 104-7 Demonstrate the importance of using the languages of science and
technology to communicate ideas, processes, and results
• 204-5 Identify and control major variables in investigations
• 205-5 Make observations and collect information that is relevant to a given
question or problem
• 301-10 Identify and describe changes to materials that are reversible and come
which are not
• 301-11 Describe changes that occur in the properties of materials interact with
each other

New Brunswick Curriculum Math (Grade 4)

GCO: Patterns and Relations (PR): Use patters to describe the world and solve
problems
SCO: PR2: Reproduce a pattern show in a table or chart using concrete materials.

GCO: Shape and Space (SS): Use direct and indirect measurement to solve problems
SCO: SS1: Read and record time using digital and analog clocks, including 24-hour
clocks.

Materials Needed:
• 3 pieces of string about 30 cm/1 foot long (to tie around the small jars)
• 3 small jars (one filled with cold water, medium water, and hot water)
• 3 large jars (filled with cold water)
• Food colouring (to get mixed into the small jars)
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• Thermometers
• Timers
• Table for students to record their data (printed and sitting on desk)- a copy is
also located in the lesson plan.
Teachers Notes:
• Close teacher supervision is required, as this experiment involves hot water.
• Have materials and stations ready for when students get back from Lunch.
• The class will divide into three groups of seven students and one teacher.
• Each group will get 10 minutes at each station (cold water, medium water, and
hot water). The group will have around seven minutes to conduct the
experiment and then three minutes to clean up and set up for the next group.
Engage (Time: 10 minutes)
Focus: Question Time
What the teacher will do: What the students will do:
• Explain to the students what we will • Listen as teacher explains what we
be doing today: will be doing in class today.
o Looking at what happens
when we mix hot and cold
water together.
o Taking measurements and
recording different
temperatures of water
o Timing how long is takes for
cold and hot water to mix
• **There will be three stations for the
students to go to. Once that is using
cold water, medium water, and hot
water. Students will record data at
each stations**
• Before starting the demonstration, • Answer and record the following
have the students answer the questions:
question:
o What do you think is going o What do you think is going
to happen? Why? to happen? Why?
o Record what you think is o Record what you think is
going to happen. going to happen.
o Will the demonstration work o Will the demonstration work
or will it be a fail? or will it be a fail?
Explore/Explain (Time: 40 minutes)
Focus: Demonstration
What the teacher will do: What the students will do:
• Divide the class into their groups
(groups have been predetermined),
and assign them to a station (cold
water/medium water/hot water)
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• Pass out the handout for the student • Get the handout from the teacher
and have them answer the questions and write your name, and answer
before starting. the questions.
• Have the students find the station • Find the station you are
that they are located at on their supposed to be at.
table/handout sheet.
• Have the students measure the • Measure the temperature of the
temperature of the water in the small small jar of water and record it
jar and record it on their table. on your table.
• Once all the students have recorded • Grab your timers.
their temperatures, have the students
grab their timers so that they can
time to see how long it takes for the
coloured water (in the small jar) to
expand into the larger jar.
• Once the students are paying • Start your timer when the
attention, have them start their teacher starts to lower the small
timers and the teacher will lower the jar of water into the large jar of
small jar with the water and food water.
colouring into the bigger jar, with
the string.
• Have the students keep timing until • Keep timing until the coloured
the coloured water has expanded water has expanded into the
into the large jar. large jar.
• Have them record their times once • Record your times and write
finished and write why they think it why you think it happened.
happened?
• After everything is cleaned and • Once everything is cleaned and
restocked the students will change restocked, change stations.
stations and repeat the process for a
total of three times.
Elaborate (Time: 10 minutes)
Focus: Explanation
What the teacher will do: What the students will do:
• Have the students share some of • Share some of your results to the
their results with the class. class.
• Explain the theory behind it:
o Water is made up of
molecules – two hydrogen
atoms and one oxygen atom,
which stick together. This
allows for energy and
movement.
o Warm water has more energy
than cold water does,
MATH SUMMATIVE PROJECT 12

therefore allowing the

warmer water to move faster
than the cold water.
o Water also expands and rises
when it is heated. This
allows the hot water, in the
smaller jar, to start to rise out
of the jar and circulate to the
top of the large jar.
Evaluate
• Students will pass in all their recordings, including their hypothesis, their
answered questions, and their table with the temperature measurements and
time for each station.
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Students Handout/Table – to be completed during demonstrations.

Name:

Station #1 – Cold Water Station #2 – Medium Water Station #3- Hot Water
What do you think is going What do you think is going What do you think is going
to happen? to happen? to happen?

Record the temperature of Record the temperature of Record the temperature of

the water in the small jar: the water in the small jar: the water in the small jar:

Record the amount of time Record the amount of time Record the amount of time
it took for the water to rise it took for the water to rise it took for the water to rise
to the top: to the top: to the top:

Why do you think this Why do you think this Why do you think this
happened? happened? happened?
MATH SUMMATIVE PROJECT 14

Review of Math Manipulatives

Math manipulative are an important tool when it comes to the education of youth.

Their effectiveness is well documented and their simplicity makes it an essential part of

any teacher’s arsenal. Math manipulatives are objects that students can use in order to

solve mathematical equations. With the guidance of the teacher the student is able to

understand what the object represents and as such is capable of doing math with a

visual/physical aid. Among one of the greatest underlying features of manipulatives is

they bring another level of fun to learning that perhaps for some kids could be missing

from tradition ways of learning.

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Base Ten Blocks

Base ten blocks are a valuable math manipulative, which can be referenced in any

grade, as they are very well known and popular in the subject of Mathematics. Base ten

blocks are easy to use and can demonstrate many different mathematical concepts,

including: addition and subtraction, place value, fractions, decimals, patterns, as well as

regrouping. I will definitely be using base ten blocks in a classroom of my own,

especially when teaching two three digit addition and subtraction with regrouping.

Regrouping is a mathematical concept that many students struggle with, as they are

unable to visual the regrouping taking place. However, when base ten blocks (flat

/rod/and small cube), students are able to not only visualize the regrouping but also

physically move the manipulative in order to grasp the concept.

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Clocks

Clocks are an essential part of everyday life, therefore having them as a touching

tool for telling time is important Interactive clocks are essential for teaching lessons on

telling time. For example, when I was in my first practicum we did a lesson on telling

time. I knew the students would not be able to understand how to tell time just by

teaching them the concepts on the board. Therefore, we put an interactive clock on the

Smartboard that showed all the different hands and randomized certain times. After

elaborating on the main components of telling time, the students got in groups and

worked with the same interactive clock on iPads. While knowing how to tell time on an

analog clock is considered an essential in life, clocks are also manipulatives in terms of

addition, subtraction, multiplication, and division. Students have to be able to skip count

by fives and/or know multiplies of 5, as well as be able to add and subtract time.
MATH SUMMATIVE PROJECT 17

Two Colour Counters

Two color counters are among some of the most simplistic manipulatives in terms

of design. Both sides of the counter are a different color and as such can be used to

demonstrate fractions and ratios, as well as being useful for addition and subtraction.

Their simple design makes it easy for a teacher to have a set for all students and is a tool

every teacher can and should have. For example, two colour counters would be helpful

when teaching addition and subtraction. Having the students have the physical counters

on their desks to help with solving equations would be very beneficial for them as they

can physically move the counters when adding and subtracting.

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Playing Cards

Playing cards are a great tool when it comes to demonstrating math equations.

With cars 1-10 most card sets will have a visual aid indicating how many individual parts

create the whole number. Also each card, other than J, Q, Ks, has a numerical component

associated with them that works well for a math class. They are also easy for teachers to

obtain, and therefore teachers are able to have enough for every student. Not only are

cards useful as a teaching tool they can be used to play games, some of which involve

math, which is beneficial as students are having fun while at the same time are practicing

their math skills. For example, card games like “addition war”, is a game that I would

like to use with cards in my classroom, as it the instructions are simple. Students get into

pairs and each take half of the deck. You pick two cards from your pile, which has been

placed face down and add them up. Which partner has the highest sum wins. Addition

war is fun for all students, regardless of their age!

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Canadian Money/Play Money

Any sort of money manipulative, especially Canadian money manipulatives are

beneficial to students for a number of reasons. Firstly, in regards to mathematics, students

can use money manipulatives to learn skip counting. With money manipulatives students

can easily learn to skip count by 1, 2, 5, 10, 25, 1, 20, 50, and 100s. Using money

manipulatives are also beneficial for students as the coins and bills can teach students a

life skill and that is the value of money. Money is also something that students are going

to be exposed to for the majority of their lives, which makes the manipulative very

appropriate, as it is something that they are familiar with and will always be. In a

classroom of my own I would like to incorporate money manipulatives into my lessons

when teaching skip counting. I would give each table/group different quantities of coins

and bills and they would have to use their knowledge on skip counting to find the total

amount.
MATH SUMMATIVE PROJECT 20

Areas of Interest

Integrating Mathematics and Science

Because there is not enough time in the school day, teachers are starting to do a
lot of cross-curricular lessons. For example, trying to integrate Literacy into Mathematics
by reading math focused stories. Mathematics and Literacy are time and work demanding
subjects, that sometimes other subjects like Science and Social Studies get set on the back
burner. However, when teachers come up with cross-curricular lesson students are getting
the best of both worlds. One exciting way to integrate Science into Mathematics is to
complete an observation journal. Below are multiple examples of an observation journal
that I completed for my Science class in my Bachelor of Education. For my observation
journal, I was required to do the following, in connection with Mathematics and Science.
• Area and perimeter: Measure the area and perimeter of a specific area that our
observations that were located
• Measurement of time and temperature: Each day we were required to list the time
and temperature to see how they change.
• Measurement: Measure the areas of an observation.
• Graphing: Take the temperature from the last 15 days and make it into a graph so
we could see the consistency or non-consistency. We also had to select garbage
and sort through it to differentiate certain categories and then graph the aftermath.
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