Debbie Hernandez

MIAA 340
Annotated Bibliography
Barnes, H. Effectively using new paradigms in the teaching and learning of mathematics:
action research in a multicultural South African classroom. 44-49, retrieved from
math.unipa,it/-grim/SiBarnes.PDF.
From her teaching experience, the author identified some common errors students
make with exponents. She discovered that conceptual errors led to most of the
procedural errors. More time spent on developing the conceptual understanding of
exponents resulted in greater success with exponents. This reinforces that error
analysis and diagnostic assessment is important to improve teaching practices. It
also validates the necessity of spending math time developing conceptual
understanding.

De Groot, C., & Whalen, T. (2006, April). Longing for division. Teaching Children
Mathematics, 410-418.
The authors present an investigation for students to connect their understanding of
fair share problems with place value language and long division. It helps them
discover why to start in the highest place value when doing the standard algorithm
for division. Students build problems with base-ten blocks while performing the
algorithm. The lessons presented would be an effective introduction to long
division.

Hannibal, M. (1999, February). Young childrens developing understanding of geometric

shapes. Teaching Children Mathematics, 353-357.
Hannibal describes how young children build their own understanding of basic
shapes. In order for them to be better at making correct categorizations, they then
need to be asked questions about the reasons they labeled their shapes as they did.
This helps them learn what defines a shape. The article gives suggestions about
how to provide experiences in the preschool classroom that focus on specific
characteristics which are helpful in categorizing shapes. This gives valuable
insight to K-1 teachers about the background their students are likely to have and
how to build upon it.

Moyer, P. (2000, April). A remainder of one: exploring partitive division. Teaching

Children Mathematics, 517-521.
This article relates how the book A Remainder of One can be used to teach the
concept of partitive division. As the book is read, students act out with bugs
how to do the division being described and come to conclusions about equal
groups and remainders. This is an engaging way to introduce division to students,
requiring them to interact with the problems and to have discourse about the math.

Schoffel, J. & Breyfogle, M. (2005, March). Reflecting shapes: same or different?

Teaching Children Mathematics, 378 382.
The authors developed the Flip It game that helped students determine whether
a shape would be the same when it was flipped. In order to be the same when a

shape was flipped, or reflected, then the shape had to have a line of symmetry in
the same direction as the shape could be flipped. Students were able to accurately
predict what the reflection of objects would be and to understand whether the
object/shape had a line of symmetry. This would be a fun way for young children
to explore the ideas of reflection and symmetry.

Tseng, D. (2012, Spring). Conceptual and procedural knowledge in mathematics

education in the case of law of exponents. Polygon, 1 - 23.
This is a research paper about the difference in students understanding of the law
of exponents. Those with a conceptual knowledge were more successful than
those with just a procedural knowledge. This provides research evidence for the
classroom teacher to take more time building conceptual understanding.
Procedural understanding will not be lasting without it. Although Tseng goes into
great detail about the different levels of comprehension of the laws of exponents
and what should be addressed at each level, no practical suggestions on how to
develop this knowledge is offered.