• A Focus on Mathematical Literacy to Increase Student Understanding and Performance

      Wade, Carol H.; Alvarez, Rachel (2018-05-15)
      This curriculum project was designed to help promote mathematical literacy within applications of quadratic functions. The curriculum bridges literacy strategies with mathematical applications so that the two build upon each other in a lesson rather than being two separate entities. These materials are aligned with the Algebra I New York State Common Core Learning Standards.
    • Decreasing Math Anxiety Through a Quadratics Unit

      Wade, Carol H.; Hooker, Lee C.; The College at Brockport (2013-05-12)
      Anxiety related to the learning of mathematics is referred to as math anxiety and has been shown to have a negative influence on student performance. Research reveals that math anxiety is something that can be unlearned and informs about the potential causes and treatments of math anxiety in the mathematics classroom. A majority of math anxiety experienced by students has been caused by teachers’ repetitious teaching styles. Research presents various teaching strategies that have helped teachers when working with students who have math anxiety. These strategies include writing, class discussions, cooperative groups, kinesthetic activities, use of manipulatives, and various, frequent, and untimed assessments. Based on these findings, a unit plan on quadratics has been created to utilize all of these strategies and to demonstrate to the reader and to mathematics teachers that there are specific pedagogical strategies that teachers can use to help decrease math anxiety in their students. Keywords: math anxiety, quadratics
    • Decreasing Math Anxiety Through Teaching Quadratic Equations

      Wade, Carol H.; Kaufman, Kaitlyn (2017-08-23)
      Math anxiety is known as having a feeling of fear that interferes with math performance. Many students today suffer from math anxiety as they push through each developmental stage in their schooling. A majority of students develop math anxiety through traditional classroom methods, such as drill and practice, assessments, memorizing, and textbooks. According to research, teachers can help decrease math anxiety in students by incorporating specific teaching styles, methods, and strategies, related to decrease math anxiety, into lessons. These teaching styles, methods, and strategies include, but not limited to, constructivist teaching, concrete-to-representation-to-abstract model, student-centered learning, and interactive lessons. Based on this research, a unit plan was created for teachers that focus on decreasing math anxiety in students by teaching quadratic equations. The unit plan aligns to the New York State (NYS) Common Core State Standards (CCSS) and was tailored for students who experience math anxiety in Algebra I.
    • Graphing Quadratics: An inquiry based lesson to support ELL Honors students in Middle School Algebra

      Wade, Carol H.; Hale, Maggie (2020-12-11)
      Inquiry Based Learning (IBL) is a method of teaching by posing questions, problems and scenarios to help students learn through their own agency and investigation rather than direct instruction from the teacher. Many students today lack the ability to build arguments, defend their reasoning, and justify their thinking. Since the adoption of the Common Core State Standards there has been a push for students to have a deeper understanding of the mathematical concepts they are being taught. One key factor of mathematical understanding is the ability to justify why a particular mathematical statement is true or where a mathematical rule comes from. IBL allows students to gain a better understanding of a topic because they have a chance to explore a topic more deeply and make their own connections about what they are learning. This Curriculum Project incorporates a unit of lessons created to teach graphing quadratic functions using IBL. The unit plan aligns to the NYS Common Core State Standards for students in an Algebra I classroom.