**"Finding the Number of Cubes in Rectangular Cube Buildings"**

Battista, Michael, and Douglas H. Clements. "Finding the Number of Cubes in Rectangular Cube Buildings."

*Teaching Children Mathematics*. The National Council of Teachers of Mathematcis, Jan. 1998. Web. 18 Nov. 2013.

This article was about elementary students having difficulties finding the correct volume of solid shapes and finding the number of cubes that would fit in a shape. This article showed me as a teacher how students think about volume and gave me ideas of how to teach volume. This reading showed me different strategies children of different ages use to find how many cubes fit into a solid shape.

*What's Math Got to Do with It?*Boaler, Jo.

*What's Math Got to Do with It?: How Parents and Teachers Can Help Children Learn to Love Their Least Favorite Subject*. New York: Penguin, 2009. Print.

This book was helpful to me and made me realize there are several different ways a teacher can teach math. It also taught me that the traditional way of teaching math is not necessarily the way to go if I want my students to be successful. Hopefully, this book will help me become a better elementary teacher and maybe I can use some of these methods discussed in the book in the future. For more thorough summaries of each chapter, please look at the

*What's Math Got to Do with It*tab under "More".

**"Pattern's at Your Fingertips"**

Brahier, Daniel J. "Patterns at Your Fingertips." National Council of Teachers of Mathematics. May 2003. Web. 7 September 2013. <http://www.nctm.org/>.

This article showed ways to teach patterns using braille. It had activities that went along with it and really showed how math applied to real life. I really liked this article, because I believe it showed ways in which you can use math to help people. Without math there would not be braille, causing the blind to not be able to read. This article shows how math can make a good impact on society.

**"I was wrong...(Oreos, cont.)"**

Danielson, Christopher. "I Was Wrong...(Oreos, Cont.)." Web blog post.

*Overthinking My Teaching*. 12 Jan. 2012. Web. 18 Oct. 2013.

This blog post furthered our findings and discussions on if double stuf and mega stuf Oreo's really do have more "stuf" This blog gave some equations proving that these Oreo's are in fact larger. This blog gave another opinion and view on the double stuf Oreo's. I thought it was interesting seeing someone else's work on figuring out if double stuf Oreo's are really doubled.

**"Paint Bucket Polygons"**

**"**Edwards, Michael T., and Suzanne R. Harper. "Paint Bucket Polygons."

*Teaching Children Mathematics*. The National Council of Teachers of Mathematcis, Mar. 2010. Web. 30 Sept. 2013.

This article discussed ways in which to teach polygons to elementary students. In this lesson students would use a program to create polygons and would use the "paint bucket" tool to color in the polygons. This would help students differentiate between simple and closed. Students would make predictions before coloring in the shapes. I liked this lesson because it was very visual for students and I think that geometry is a very visual subject.

**"As People Get Older They Get Taller"**

Joram, Elana, Christina Hartman, and Paul R. Trafton. "As People Get Older They Get Taller."

*Teaching Children Mathematics*. The National Council of Teachers of Mathematcis, Mar. 2004. Web. 16 Oct. 2013.

This article discussed with elementary students height/age relationships using math. The teachers in this article measured the 2nd graders and the 4th graders and made a table, then the teachers had the 2nd graders make predictions about the age/height relationship. This article was good to read because it is an idea I can use in my future classroom when teaching measurement and even statistics.

**"Creating a Growth Mindset in Your Students"**

King. “Creating a Growth Mindset in Your Students.” Thoughtful Learning. 27 March 2012. Web. 11 September 2013.<http://www.thoughtfullearning.com/blogpost/get-smart-become-

talented>.

This article discussed growth mindset versus a fixed mindset. It stated that having a growth mindset is better than having a fixed mindset, because if one has a growth mindset they have room to improve and become more intelligent. Having a fixed mindset stops students from learning and becoming more intelligent due to the fact that the believe that their intelligence is set in stone and they cannot learn any more.

I somewhat agree with this article. I believe that it is correct to an extent. I believe that having a growth mindset is good, but I believe that biology plays a major factor in whether or not someone can learn. Changing one’s attitude towards learning can help motivate a student to want to focus and learn, but in certain situations intelligence can only go so far.

**"Building a Curriculum around Big Ideas"**

Ritchhart, Ron. "Building a Curriculum around Big Ideas."

*Teaching Children Mathematics*. The National Council of Teachers of Mathematcis, 1999. Web. 7 Oct. 2013.

This article discussed that as educators we should focus mathematics education around generative topics instead of themes. I thought the article was reasonable because it stated that educating around generative topics would create a curriculum in which students do more problem solving and communication. These things are important in math in order for students to truly understand mathematics.

**"Watch What You Say"**

Roberts, Sally K. "Watch What You Say."

*Teaching Children Mathematics*. The National Council of Teachers of Mathematcis, Dec. 2007. Web. 23 Sept. 2013.

This article first discussed a scenario in which the teacher asked the students to describe what a square looks like and this scenario made students realize describing shapes is actually hard, because you have to be very descriptive. This whole article then discusses ways to introduce elementary students into learning about geometric shapes and gives examples of activities to use. I liked this article because it let students discuss shapes and had students go more in depth with shapes.

**"Selecting and Creating Mathematical Tasks: From Research to Practice"**

Smith, Margaret S., and Mary K. Stein. "Selecting and Creating Mathematical Tasks: From Research to Practice."

*JSTOR*. The National Council of Teachers of Mathematcis, Feb. 1998. Web. 28 Oct. 2013.

This article discussed ways to get students engaged in high level thinking by using the right mathematical tasks. This article gave me ways to think about if a mathematical task is appropriate for my classroom. This article shows the different levels of demands for students. I also noticed that this article had some of the tasks we used for class and in class we had some discussions about what tasks are appropriate for students.

**"Standards-Based Grading: FAQ"**

"Standards-Based Grading: FAQ."

*ThinkThankThunk*. 18 May 2010. Web. 16 Sept. 2013. <http://101studiostreet.com/wordpress/?p=673>.

This article/site answered questions about Standards-Based Grading to help clarify what it exactly is. It answers questions on how to organize SBG's and how to use them in the classroom, instead of using traditional exams.

This site was very helpful because I was a little confused on what Standards-Based Grading was. After reading these answers to the frequently asked questions I feel more comfortable with taking SBG exams instead of traditional exams and one day I may even try out SBG's in my classroom.