This week we learned about the Scholarship of Teaching and Learning and spent time researching resources for our professional contexts. Below is a collection of the 5 scholarly resources I found through the MSU library that focus on problem solving, metacognition, math education, and creative approaches to learning by doing.

Article 1:

Aleven, V. A. W. M. M., & Koedinger, K. R. (2002). An effective metacognitive strategy: Learning by doing and explaining with a computer-based cognitive tutor.* Cognitive Science, 26*(2), 147-179. doi:http://dx.doi.org/10.1016/S0364-0213(02)00061-7

This article focuses on how instructional methods emphasize self-explanation and effect students’ understanding. Specifically, the article investigated whether self-explanation can be scaffolded effectively in a classroom environment using a Cognitive Tutor, which is intelligent instructional software that supports guided learning by doing. The findings in the article were based on a study in two mathematics classrooms and found that 15-16 yr old students who explained their steps during problem-solving practice with a Cognitive Tutor learned with greater understanding compared to students who did not explain steps. I chose this article for a variety of reasons. I liked the graphics and the idea of explaining each step along the way. The main reason I chose this article, however, is because we use the Cognitive Tutor software in my school district (and classroom). This article addresses a different way to utilize the technology and support students’ learning.

**Article 2**

Schoenfeld, A. H. (1992). *Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics.* Macmillan Publishing Co, Inc, New York, NY. Retrieved from http://ezproxy.msu.edu/login?url=http://search.proquest.com/docview/618213997?accountid=12598

This textbook chapter substantiates a broad conceptualization of what it means to think mathematically. The article focuses on alternative methods to teaching that focus on student understanding, mathematical thinking, and problem solving. The article uses research to support problem solving strategies and instructional strategies true to the mathematic goal.

**Article 3**

Kazemi, E., & Franke, M. L. (2004). Teacher learning in mathematics: Using student work to promote collective inquiry.* Journal of Mathematics Teacher Education, 7*(3), 203-235. Retrieved from http://ezproxy.msu.edu/login?url=http://search.proquest.com/docview/62078505?accountid=12598

The study follows a group of teachers in one school who met several times a year to discuss the student work generated by a similar mathematical problem scenario. This study focuses on the question: What do teachers learn through collective examination of student work? The study goes on to describe how the teachers in the group developed deeper understanding of their students’ work, increased participation and inquiry in their classrooms, and the importance of attending to the details of their students’ thinking. The second part of the article focused on how teachers used their findings from student work and discussion to develop possible instructional trajectories in for their mathematics classroom.

**Article 4**

Yan, J., Steinke, T., & Brazeau, M. (2002). Creativity in math? say it isn’t so! building data literacy in high schools.* School Libraries in Canada, 22*(1), 28-30. Retrieved from http://ezproxy.msu.edu/login?url=http://search.proquest.com/docview/222554043?accountid=12598

This is an exploration of a 10^{th} grade high school math class in which creativity, literacy, and choice were used to motivate students. The teacher developed an innovative approach to data-driven learning in math, while encouraging her students to compete for a creativity award. The students picked a topic for their interdisciplaary project and had to use data and mathematics to support their claims. The teacher focuses on the importance of choice, feedback, context, and research databases.

Article 5

*Mathematics classrooms that promote understanding* (1999). Lawrence Erlbaum Associates Publishers, Mahwah, NJ. Retrieved from http://ezproxy.msu.edu/login?url=http://search.proquest.com/docview/619396813?accountid=12598

The research in this article was organized around content domains and/or continuing issues of education, such as equity and assessment of learning, and was guided by 2 common goals—defining mathematics content of the K–12 curriculum in light of the changing mathematical needs of citizens for the 21st century, and identifying common components of classrooms that enable students to learn the redefined mathematics with understanding. Moreover, the article focused on what mathematics should be taught, how students’ understanding of mathematics should be defined and increased, and how learning with understanding can be facilitated for all students.

Reflection

The first thing I did before exploring the MSU library was write down what I wanted to focus on. After that I just played around on the MSU library website. I found that I really liked the ProQuest database. I could search any combination of the keywords I wanted to focus on and it would give me several articles that matched my search requirements. I liked ProQuest the best because it was straightforward, easy to use, and it created the APA citations for me, which was a plus. I didn’t really have any questions, but I did have trouble accessing the entire document or article once I selected it. I used the live chat and found that some of the articles I was searching weren’t available online and that I would have to request access to them. If I wished to do so, I could choose to have the article emailed to me, which would be the most logical choice because I don’t live near the MSU campus to pick it up from the library.