Guadalupe Juarez

Annotated Bibliography

Technology in the classroom

1. Desmos- https://www.desmos.com/

This Website is a resource for learning mathematics. It has math tools, for example a
graphing calculator. It is useful in the math classroom, specially when the students are
doing an activity that involves them to graph complicated functions. Desmos graphing
creates functions where the students can explore the graph by zooming in and out. This
website helps meet the standards because students can visually understand math
topics. For example, the solution of two systems of equations. Also, students can further
understand the transformations of graphs. This website can also be used for group
activities that involve students from different backgrounds and levels of mathematics.
For example, a group activity that is about probability, where students need to find the
best event of a scenario. Desmos graphing calculator could be used for plotting the
probability at different events.

2. Geogebra- https://www.geogebra.org/

Geogebra has lots of fun activities for students to do, especially when it comes to
shapes, Geometry! Geogebra has a 3D graphing calculator, it has teaching resources
for us to use. They also have lessons linked to specific standards. This website can be
useful during the “middle of the week”, where students are learning a topic that involves
calculations, and where they can further understand that calculation in a picture. I would
use this website, especially the graphing calculator, after I have shown the calculations
by hand.

Project Based Learning

3. 5 practices for Orchestrating Productive Mathematics Discussions Second Edition

Smith, M., & Stein, M. K. (2018). 5 practices for orchestrating productive mathematics
discussions. The National Council of Teachers of Mathematics.

This book has information that teachers can use for lesson planning. The book
specializes in the five practices: anticipating, monitoring, selecting, sequencing and
connecting. This book is useful because it has specific examples on how to improve the
questions that we give to our students. For example there is a section called “Finding
high-level tasks” where they explain how to modify questions that we find online. As a
teacher, it is easy to find tasks online, but we have to be careful and make sure that the
questions are making our students think hard. This book also has a full section of
“web-based resources” for lesson and task planning.
4. ICTM

https://www.ictm.org/

This webpage is very useful. I recommend it to all math teachers, because it has lots of
useful resources that can support lesson planning. This webpage also has annual
orientations, where teachers, students or other mathematicians can participate and chat
about teaching mathematics. Attending orientations can help the teacher better plan
lessons, because teachers can learn from other people in the topics presented in the
orientations. Some topics that I have attended are about how to create a math lesson
plan that applies to Covid vaccines. Other than orientations, this website has a teacher
resources page, where teachers can get high level thinking tasks for their students.

Cooperative Learning

5. Accelerated Learning

https://www.michigan.gov/-/media/Project/Websites/mde/Flexible-Learning-Options/Acc
elerated-Learning/AL-vs-Remediation/AL_v_Remediation.pdf?rev=9397232a2ca04b1c9
861158fba369adc

The website is very useful for teachers. It explains the difference between accelerated
learning and remediation. It also explains the reasons why accelerated learning works
and remediation doesn’t. This website falls into the category of cooperative learning,
because teachers need to be careful of how we are setting up or dividing our students
based on their grade level. Research has found different results in student interventions.
The good thing about this article is that it clearly explains the difference between
accelerated learning and remediation. Teachers can find this website useful so that they
can make better decisions on the type of lessons, tasks and group activities that they
are providing to their students.

6. Learning and Understanding : Improving Advanced Study of Mathematics and

National Research Council, Division of Behavioral and Social Sciences and Education,
Center for Education, Committee on Programs for Advanced Study of Mathematics and
Science in American High Schools, Philip C. Curtis, Jay B. Labov, Meryl W. Bertenthal,
& Jerry P. Gollub. (2002). Learning and Understanding : Improving Advanced Study of
Mathematics and Science in U.S. High Schools. National Academies Press.

This book is useful for teachers that are interested in improving the study habits of their
students. Many teachers can fall into habits and not catch up with new research about
how students learn and understand. This textbook is about how students learn and
understand. The recommendations section on this book can open doors to many
students, if teachers actually take action. One of the recommendations as already
mentioned was to stay updated on the research behind how students learn and
understand.
Growth Mindset

7. Engaging Schools: Fostering High School Students’ Motivation to Learn

Institute of Medicine, National Research Council, Division of Behavioral and Social

I chose to include this book in my annotated bibliography, because it had a full content
of information about how students are not engaging in schools. It also provides
information on factors that affect students from going to school. One of the most
important things that I found useful was a list of things that students benefit the most
from schools. One of them was that teachers need to show that they care about the
student. If teachers don’t have this ability, then students get affected by it. This book
falls into this category because it provides reasons why students are not motivated. If
teachers use this textbook with good intentions, then they should be able to teach their
students the reasons why they might not be motivated to go to school and or to learn
more.

Discussion/Discourse Strategies

8. The New Art and Science of Teaching

J. Marzano, R. (2017). The new art and science of teaching. Solution Tree Press.

A valuable source that math teachers could find useful is the book called The New Art
and Science of Teaching. This book/textbook has topics with strategies, ideas and so
much more information that correlates to each element. There is a section in this book
called Using Engagement Strategies. This section has 12 elements. In other words, it
has 12 topics that are about using engagement strategies. For example, there is a topic
in “Increasing Response Rates”, “Using Physical Movement” and more. This source can
be used to improve the strategies/methods that the teacher uses in the classroom. For
example, if a teacher needs strategies to improve discussion in the classroom, then
she/he might want to read section 7 “Using Engagement Strategies”.

9. Pear Deck

https://www.peardeck.com/

Pear Deck is an internet source that can be used for discussion strategies. This source
is intended so that all students have access to a computer device, big enough so that
the student can draw, type and read from it. This source can be used for a whole school
year. The teacher can teach through the smart board and the students can follow along
face to face and they can participate either by talking directly to the teacher or by typing
on their devices. One of the useful things of this device is that the classroom won’t know
the participants name, they are anonymous. This source can be used to increase
participation.
Differentiation

10. Integrating Differentiated Instruction and Understanding by Design: Connecting

McTighe, J., & Tomlinson, C. A. (2006). Integrating differentiated instruction and

This book is useful for teachers that are beginners in grading. This book highlights the
importance of grading students in a “flexible” way. In other words, grading shouldn’t be a
set of points that students gain if they meet the standards. Instead, grading should be
different for all students, because students come from different backgrounds and we
need to be as fair as possible to our students. This text also highlights the important
things that teachers need to include in a unit plan to improve differentiated instruction.
For example, teachers need to pre-assess the students and the teacher should choose
carefully the type of evidence that will be used to show that the students have reached a
goal.