Sections

Professional Development Library

Supporting resources and references for JUMP Math on-line professional development

Resources

Additional Resources

  • Websites - There are a number of excellent web sites that support mathematical learning and problem-solving, as well as sites to help teachers plan interesting and creative lessons. An excellent user-friendly source of information and ideas for using the internet in teaching mathematics is Mathematics on the Internet: A resource for K – 12 Teachers by J. A. Ameis. This guide includes help locating resources, planning lessons, engaging students in problem-solving and communication, as well as links to professional development in the areas of assessment, collaboration, and gender, multicultural and special needs concerns.
  • Virtual Manipulatives - An excellent article about using virtual manipulatives to support student learning can be found at http://my.nctm.org/eresources/view_media.asp?article_id=1902 This article explains the difference between different kinds manipulative sites available on the internet, the advantages of using virtual manipulatives in the classroom, and questions to help teachers assess different sites.
  • Math Central http://mathcentral.uregina.ca/ - This bilingual site, provided by the University of Regina, offers a number component for teachers, including resource sharing, lesson planning, teaching ideas, Teacher Talk, Quandaries and Queries, and Monthly Problems.
  • National Council of Teachers of Mathematics http://illuminations.nctm.org/ - This rich site contains resources for teachers and students, including activities organized by grade and links to other excellent sites.
  • The Math Forum http://mathforum.org/dr.math/ - This site provides resources for both teachers and students, including lessons, puzzles, problems and links to other valuable sites.
  • The National Library of Virtual Manipulatives http://nlvm.usu.edu/en/nav/vlibrary.html - This site provides numerous engaging and useful activities for various grade levels which require students.

End of Ignorance Resources

  • Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential and inquiry-based teaching. (2006) Paul Kirschner, et al. Educational Psychologist, 41 (2), 75-86.
  • How classroom assessments improve learning. (2003) Thomas Guskey. Educational Leadership, 60 (5), 6-11.
  • Students need challenge, not easy success. (1990) Margaret Clifford. Educational Leadership, 48 (1), 22-26.
  • Mindful of symbols. (2005) Judy S. DeLoache. SciAm, 293 (2), 72-77.
  • The Mind and the Brain: Neuroplasticity and the Power of Mental Force. (2002) Jeffrey M. Schwartz & Sharon Begley, Regan Books.
  • The Brain That Changes Itself: Stories of Personal Triumph from the Frontiers of Brain Science. (2007) Norman Doidge (James H. Silberman Books) Viking Adult.
  • The Expert Mind. (2006) Philip E. Ross, Scientific American, August.

Math Anxiety Resources

  • Overcoming Math Anxiety by Sheila Tobias.
    http://books.google.com/books?hl=en&lr=&id=mgzqpucKF3sC&oi=fnd&pg=PA31&dq=math+anxiety&ots=BtGN4J5j_B&sig=iI9vmSRZ7X_0c-BJc-WgiwhfH5c#PPA75,M1
  • Anxieties and attitudes related to mathematics in grades 3 and 6 by M. J. Gierz and J. Bisanz. Journal of Experimental Education, 63 (2), 139-159.
  • Aspects of children’s mathematics anxiety by K. Newstead. Educational Studies in Mathematics, 36, 53-71.
  • The math anxiety questionnaire: A simultaneous confirmatory factor analysis across gender by R. Kazelskis and C. Reeves-Kazelskis. Paper presented at the annual meeting of the Mid-South Educational Research Association. November 1999. The University of Southern Mississippi.
  • A confirmatory factor analysis of the mathematics anxiety scale for children by T.M. Beasley, et al. Measurement and Evaluation in Counseling and Development, 34 (1), 14-26.
  • An instrument to measure mathematics attitudes by M. Tapia and G.E. Marsh II. Academic Exchange Quarterly, 8 (2),
  • Supporting learners with math anxiety: The impact of pedagogical agent emotional and motivational support by Amy L. Baylor, Ph.D, E Shen, Daniel Warren. http://ritl.fsu.edu/_Website/papers/W7_baylor_revised.pdf
  • Math Anxiety: Personal, Educational, and Cognitive Consequences by Mark Ashcraft. Current Directions in Psychological Science 11 (5), 181–185.
  • 'Why do we have to do this?' Primary trainee teachers' views of a subject knowledge audit in mathematics by Carol Murphy. British Educational Research Journal, 32 (2), 227 – 250.
  • Causes underlying pre-service teachers’ negative beliefs and anxieties about mathematics by Liisa Uusimaki & Rod Nason. Queensland University of Technology.
    http://www.emis.ams.org/proceedings/PME28/RR/RR141_Uusimaki.pdf
  • Gender Differences in Mathematics Self-efficacy Beliefs by F. Pajares. Gender differences in mathematics self-efficacy beliefs. In A. Gallagher & J. Kaufman (Eds.), Mind the gap: Gender differences in mathematics. Boston, MA: Cambridge University Press.
  • Mathematics anxiety, prior experience and confidence to teach mathematics among pre-service education students by Patrick Brady; Alan Bowd. Teachers and Teaching, 11 (1), 37 – 46.
  • The role of self-efficacy beliefs in student engagement and learning in the classroom by Linnenbrink and Pintrich. Reading and Writing Quarterly, 19 (2), 119-137.
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