544+Research+Articles

All research articles go here:


 * [|Numbers War]Article [[image:http://library.calstate.edu/sandiego/images/refereed_hat.gif height="14"]] Peer ReviewedThe article discusses the battle among U.S. educators regarding the study and teaching of traditional mathematics, which emphasizes algorithms and teacher-centered learning, and reform mathematics, which focuses on the underlying concepts of math and student inquiry. A historical overview of when th . . . **By:** Baker, Linda **Year:** 2010 **Published in:** Scientific American [[image:http://library.calstate.edu/sandiego/images/html.gif height="16" link="@http://library.calstate.edu/sandiego/?base=databases&action=proxy&database=CAL02814&param=001=47886321"]] Full-Text in HTML[[image:http://library.calstate.edu/sandiego/images/folder.gif height="15"]] [|Save this record]

=**Integrating Learning Theories and Application-based Modules in Teaching Linear Algebra**= By:William Martin ; Sergio Loch ; Laurel Cooley ; Scott Dexter ; Draga Vidakovic Format:Article **Peer Reviewed**Year:2010Published in:Linear Algebra & its Applications Apr2010, Vol. 432 Issue 8, p2089-2099 11p 00243795Database:[|Academic Search Premier] Check for availability [|Save this record]

**Summary**
Abstract: The research team of The Linear Algebra Project developed and implemented a curriculum and a pedagogy for parallel courses in (a) linear algebra and (b) learning theory as applied to the study of mathematics with an emphasis on linear algebra. The purpose of the ongoing research, partially funded by the National Science Foundation, is to investigate how the parallel study of learning theories and advanced mathematics influences the development of thinking of individuals in both domains. The researchers found that the particular synergy afforded by the parallel study of math and learning theory promoted, in some students, a rich understanding of both domains and that had a mutually reinforcing effect. Furthermore, there is evidence that the deeper insights will contribute to more effective instruction by those who become high school math teachers and, consequently, better learning by their students. The courses developed were appropriate for mathematics majors, pre-service^ secondary mathematics teachers, and practicing mathematics teachers. The learning seminar focused most heavily on constructivist theories, although it also examined socio-cultural and historical perspectives. A particular theory, Action-Process-Object-Schema (APOS), was emphasized and examined through the lens of studying linear algebra. APOS has been used in a variety of studies focusing on student understanding of undergraduate mathematics. The linear algebra courses include the standard set of undergraduate topics. This paper reports the results of the learning theory seminar and its effects on students who were simultaneously enrolled in linear algebra and students who had previously completed linear algebra and outlines how prior research has influenced the future direction of the project. [Copyright &y& Elsevier]ecome high school math teachers and, consequently, better learning by their students. The courses developed were appropriate for mathematics majors, pre-service^

**Covers the topics:**

 * STUDY & teaching
 * CONGRESSES
 * ALGEBRAS, Linear
 * LEARNING
 * EDUCATION -- Curricula
 * FINITE groups
 * TRANSFORMATIONS (Mathematics)
 * MATRICES
 * MATHEMATICS

**Standard Numbers:**

 * **ISSN**: 00243795

**Additional Notes:**
Labels:
 * Article

**My Account**

 * [|Log-out 813464035]
 * [[image:http://library.calstate.edu/sandiego/images/folder.gif height="15"]] [|My Saved Records]
 * [[image:http://library.calstate.edu/sandiego/images/folder.gif height="15"]] [|My Saved Databases]

**APA**
Martin, W., Loch, S. , Cooley, L. , Dexter, S. , & Vidakovic, D. (2010). Integrating learning theories and application-based modules in teaching linear algebra. //Linear Algebra & Its Applications//, //432//(8), 2089-2099.

**MLA**
Martin, William, Sergio Loch, Laurel Cooley, Scott Dexter, and Draga Vidakovic. "Integrating Learning Theories and Application-based Modules in Teaching Linear Algebra." //Linear Algebra & Its Applications//, 432.8 (2010): 2089-2099.

**Turabian**
Martin, William, Sergio Loch, Laurel Cooley, Scott Dexter, and Draga Vidakovic. 2010. Integrating Learning Theories and Application-based Modules in Teaching Linear Algebra. //Linear Algebra & Its Applications//. 432, no. 8: 2089-2099. These citations are software generated and may contain errors. To verify accuracy, check the appropriate style guide.

Find more documents like this: Subjects: Book reviews Nonfiction Mathematic s education Parent participation Classroom management Student attitudes People: Boaler, JoAuthor(s): Wendy Schudmak Document types: Book Review -FavorablePublication title: Teaching Children Mathematics More options ↓ **What's Math Got to Do with It? How Parents and Teachers Can Help Children Learn to Love Their Least Favorite Subject**//Wendy Schudmak//. **[|Teaching Children Mathematics]**. Reston: [|Feb 2010]. Vol. 16, Iss. 6; pg. 374
 * =**Document View**= ||  ||   || [[image:http://proquest.umi.com.libproxy.sdsu.edu/images/common/x.gif height="14"]] [[image:http://proquest.umi.com.libproxy.sdsu.edu/images/common/x.gif height="14"]] ||
 * [[image:http://proquest.umi.com.libproxy.sdsu.edu/images/common/printicon.gif align="absbottom" link="http://proquest.umi.com.libproxy.sdsu.edu/pqdweb?vinst=PROD&fmt=2&startpage=-1&vname=PQD&RQT=309&did=1962622301&scaling=FULL&vtype=PQD&rqt=309&TS=1269124518&clientId=17862&cc=1&TS=1269124518"]] [|Print] | [[image:http://proquest.umi.com.libproxy.sdsu.edu/images/common/emailicon.gif align="absbottom" link="http://proquest.umi.com.libproxy.sdsu.edu/pqdweb?RQT=563&VInst=PROD&VName=PQD&VType=PQD&Fmt=2&did=1962622301&otherFmt=2"]] [|Email] | [[image:http://proquest.umi.com.libproxy.sdsu.edu/images/common/linkicon.gif align="absbottom" link="@http://proquest.umi.com.libproxy.sdsu.edu/pqdweb?RQT=569&curl=http%3A%2F%2Flibproxy.sdsu.edu%2Flogin%3Furl%3Dhttp%3A%2F%2Fproquest.umi.com%2Fpqdweb%3Fdid%3D1962622301%26Fmt%3D2%26clientId%3D17862%26RQT%3D309%26VName%3DPQD&TS=1269124518"]] Copy link | [[image:http://proquest.umi.com.libproxy.sdsu.edu/images/common/citeicon.gif align="absbottom" link="@http://proquest.umi.com.libproxy.sdsu.edu/pqdweb?RQT=568&VInst=PROD&VName=PQD&VType=PQD&Fmt=2&did=1962622301&TS=1269124518"]] Cite this | Mark Document |||| Translate abstract from:Select languageEnglish to Chinese (Simplified)English to Chinese (Traditional)English to FrenchEnglish to GermanEnglish to ItalianEnglish to JapaneseEnglish to KoreanEnglish to PortugueseEnglish to RussianEnglish to SpanishEnglish to Turkish ||
 * Find a copy: SDSU - SFX ||
 * [[image:http://p9003-sfx.calstate.edu.libproxy.sdsu.edu/sdsu/sdsu_sfx.gif height="20" link="@http://p9003-sfx.calstate.edu.libproxy.sdsu.edu/sdsu?genre=article&sid=ProQ:&atitle=What%27s%20Math%20Got%20to%20Do%20with%20It%3F%20How%20Parents%20and%20Teachers%20Can%20Help%20Children%20Learn%20to%20Love%20Their%20Least%20Favorite%20Subject&title=Teaching%20Children%20Mathematics&issn=10735836&date=2010-02-01&volume=16&issue=6&spage=374&au=Wendy%20Schudmak"]] || Find Full text ||

**Abstract (Summary)**
Schudmak reviews What's Math Got to Do with It? How Parents and Teachers Can Help Children Learn to Love Their Least Favorite Subject by Jo Boaler. 

**Indexing (document details)**

 * **Subjects:** || Book reviews, Nonfiction, Mathematics education, Parent participation, Classroom management, Student attitudes ||
 * **People:** || Boaler, Jo ||
 * **Author(s):** || Wendy Schudmak ||
 * **Document types:** || Book Review-Favorable ||
 * **Document features:** || Photographs ||
 * **Publication title:** || [|Teaching Children Mathematics]. Reston: [|Feb 2010]. Vol. 16, Iss. 6; pg. 374 ||
 * **Source type:** || Periodical ||
 * **ISSN:** || 10735836 ||
 * **ProQuest document ID:** || 1962622301 ||
 * **Document URL:** || http://libproxy .sdsu .edu/login ?url=http://proquest .umi .com .libproxy .sdsu .edu/pqdweb ?did=1962622301 &Fmt=2 &clientId=17862 &RQT=309 &VName=PQD ||

=**Thinkwell; Thinkwell Author Edward Burger Receives the Robert Foster Cherry Award for Great Teaching**= By: Anonymous Format:Article Year:2010 Published in:Mathematics Week 65 Feb 2, 2010 Database:[|Research Library (ProQuest)] Full-Text AvailableCheck for availability [|Save this record] =**Working Memory and Mathematics: A Review of Developmental, Individual Difference, and Cognitive Approaches**= By:Kimberly P Raghubar ; Marcia A Barnes ; Steven A Hecht Format:Article **Peer Reviewed**Year:2010Published in:Learning & Individual Differences Apr2010, Vol. 20 Issue 2, p110-122 13p 10416080Database:[|Academic Search Premier] Check for availability [|Save this record]

**Summary**
Abstract: Working memory refers to a mental workspace, involved in controlling, regulating, and actively maintaining relevant information to accomplish complex cognitive tasks (e.g. mathematical processing). Despite the potential relevance of a relation between working memory and math for understanding developmental and individual differences in mathematical skills, the nature of this relationship is not well-understood. This paper reviews four approaches that address the relation of working memory and math: 1) dual task studies establishing the role of working memory during on-line math performance; 2) individual difference studies examining working memory in children with math difficulties; 3) studies of working memory as a predictor of mathematical outcomes; and 4) longitudinal studies of working memory and math. The goal of this review is to evaluate current information on the nature of the relationship between working memory and math provided by these four approaches, and to present some of the outstanding questions for future research. [Copyright &y& Elsevier]

**Covers the topics:**

 * SHORT-term memory
 * COGNITIVE ability
 * MATHEMATICS -- Study & teaching
 * ACADEMIC achievement
 * LONGITUDINAL method
 * DEVELOPMENTAL disabilities
 * GOAL (Psychology)

**Standard Numbers:**

 * **ISSN**: 10416080

**Additional Notes:**
Labels:
 * Article

**My Account**

 * [|Log-out 813464035]
 * [[image:http://library.calstate.edu/sandiego/images/folder.gif height="15"]] [|My Saved Records]
 * [[image:http://library.calstate.edu/sandiego/images/folder.gif height="15"]] [|My Saved Databases]

**APA**
Raghubar, K., Barnes, M. , & Hecht, S. (2010). Working memory and mathematics: A review of developmental, individual difference, and cognitive approaches.//Learning & Individual Differences//, //20//(2), 110-122.

**MLA**
Raghubar, Kimberly, Marcia Barnes, and Steven Hecht. "Working Memory and Mathematics: A Review of Developmental, Individual Difference, and Cognitive Approaches." //Learning & Individual Differences//, 20.2 (2010): 110-122.

**Turabian**
Raghubar, Kimberly, Marcia Barnes, and Steven Hecht. 2010. Working Memory and Mathematics: A Review of Developmental, Individual Difference, and Cognitive Approaches. //Learning & Individual Differences//. 20, no. 2: 110-122. These citations are software generated and may contain errors. To verify accuracy, check the appropriate style guide. =**Taiwanese Junior High School Students' Mathematics Attitudes and Perceptions Towards Virtual Manipulatives**= By:Chun-Yi Lee ; Ming-Puu Chen Format:Article **Peer Reviewed**Year:2010Published in:British Journal of Educational Technology Mar2010, Vol. 41 Issue 2, pE17-E21 5p; 1 Chart 00071013Database:[|Academic Search Premier] Full-Text in PDF Check for availability [|Save this record]

**Summary**
The article discusses the relationships between adolescents' attitudes towards mathematics and perceptions towards the use of virtual manipulatives in instruction. The results of questionnaires from students who engaged in a problem-solving activity using virtual manipulatives were analysed. The instruments used to determine students' mathematics attitude included the Mathematics Attitude Scale and the Computer Network Attitude Inventory. It was found that students' freedom from fear of mathematics was the most important predictor towards the use of virtual manipulatives.

**Covers the topics:**

 * MANIPULATIVES (Education)
 * MATHEMATICS -- Study & teaching (Secondary)
 * EDUCATIONAL technology
 * PERCEPTUAL-motor learning
 * STUDENTS -- Attitudes
 * MATH anxiety

**Standard Numbers:**

 * **ISSN**: 00071013

**Additional Notes:**
Labels:
 * Article

**My Account**

 * [|Log-out 813464035]
 * [[image:http://library.calstate.edu/sandiego/images/folder.gif height="15"]] [|My Saved Records]
 * [[image:http://library.calstate.edu/sandiego/images/folder.gif height="15"]] [|My Saved Databases]

**APA**
Lee, C., & Chen, M. (2010). Taiwanese junior high school students' mathematics attitudes and perceptions towards virtual manipulatives. //British Journal of Educational Technology//, //41//(2), E17-E21.

**MLA**
Lee, Chun-Yi, and Ming-Puu Chen. "Taiwanese Junior High School Students' Mathematics Attitudes and Perceptions Towards Virtual Manipulatives." //British Journal of Educational Technology//, 41.2 (2010): E17-E21.

**Turabian**
Lee, Chun-Yi, and Ming-Puu Chen. 2010. Taiwanese Junior High School Students' Mathematics Attitudes and Perceptions Towards Virtual Manipulatives. //British Journal of Educational Technology//. 41, no. 2: E17-E21. These citations are software generated and may contain errors. To verify accuracy, check the appropriate style guide. =**In the Spotlight**= By:Kathie Felix Format:Article Year:2010 Published in:MultiMedia & Internet@Schools 17(2) 42 Mar/Apr 2010 Database:[|Research Library (ProQuest)] Full-Text Available Check for availability [|Save this record]