Compared to the rest of the elementary school curricular landscape, traditional mathematics story... more Compared to the rest of the elementary school curricular landscape, traditional mathematics story problems probably evoke more than their fair share of negative comments by both students and teachers. Textbook story problems have a long history of criticism in the literature (Henderson and Pingry 1953; Kantowski 1981; Larkin 1982; Wirtz, and Kahn 1982; Schoenfeld 1985; Silver 1987; Rathmell and Huinker 1989).
Aimed at classroom teachers, researchers, staff developers, and policymakers, this bibliography o... more Aimed at classroom teachers, researchers, staff developers, and policymakers, this bibliography of approximately 375 items is intended as a resource for the development of curricula that explicitly employ oral and written language to support learning across the curriculum. The journal articles, theses, and books in the annotated bibliography were published between 1966 and 1994, with most entries carrying publication dates between 1980 and 1994. The bibliography is divided into sections on Theoretical/General Discussion; Research on Language and Learning across the Curriculum;
The Task Force met regularly during the 2004-2005 academic year in order to: 1. Determine current... more The Task Force met regularly during the 2004-2005 academic year in order to: 1. Determine current practices that impede an open and sustainable system of scholarly communication, citing data where necessary to substantiate the findings; 2. Determine actions that OSU faculty members, as authors, readers, reviewers, editors, society members, advisory board members and faculty members, who are dependent on scholarly communication for professional advancement, can take to contribute to an open and sustainable system of scholarly communication; 3. Determine a few of these actions that are likely to have the greatest positive impact towards creation of an open and sustainable system of scholarly communication; 4. Propose a framework for communicating these findings to the OSU faculty.
The purpose of this research was to understand fifth grade children's cognitive behavior as they ... more The purpose of this research was to understand fifth grade children's cognitive behavior as they wrote, solved and then, in small groups, shared original math story problems. Research questions examined children's: (1) beliefs about math in this problem-writing classroom, (2) math story problem-writing behavior, (3) difficulties with their self-generated problems, and (4) small-group problem solving behavior. Case studies were conducted in the context of a teaching experiment in one fifth grade classroom. Children were engaged to write, solve and then share math story problems three or four days a week during this one year study. There were three overlapping groups of participant children. Eight children were observed as they wrote and solved math story problems. Seventeen children, including the eight previously observed, were observed via audio-recordings as they shared story problems in small groups. The entire class of 25 children was interviewed or surveyed regarding their math-related beliefs. The findings indicate that these children tended to express problem-oriented and holistic beliefs about mathematics. Children showed a variety of planning behaviors during problem writing. Generally, children composed problems that they themselves had difficulty understanding or solving. Finally, children were extremely task-focused when sharing peer-generated problems in small groups. The outcome of small-group sessions was being shared. It was concluded that children's problem writing and solving behavior reflected the expectations and beliefs os this school math literacy community. The principal implication of this research for teachers is that children's original math story problems provide one important alternative source to textbook and teacher-generated math problems. Further research on the relationship between problem ownership and problem solving behavior is recommended. (49 references)
Increasingly, mathematics educators recommend that students have regular opportunities to write t... more Increasingly, mathematics educators recommend that students have regular opportunities to write their owrn mathematics problems (NCTM 1989; Kilpatrick 1987; Bums 1992; Whitin, Mills, and O'Keefe 1990; Brown and Walter 1983).
Educational Leadership Journal of the Department of Supervision and Curriculum Development N E a, Dec 31, 1991
American students consistently compare poorly with their international counterparts on assessment... more American students consistently compare poorly with their international counterparts on assessments of math knowledge and problem-solving abilities (Stevenson etal. 1986). While common sense does not always lead to common practice, I believe that many of the problems associated with mathe matics education could be solved with some everyday commonsense solutions. In September 1989. Donna Strohauer, a Sth grade teacher, and I developed an alternative approach to mathematics problem-solving instruc tion. We had students write and solve their own original math story prob lems and then share these problems with peers in small cooperative groups. The math problem-writing activity is qssentially an adaptation of recent child-centered and holistic approaches to writing instruction (Graves 1983. Calkins 1986). Graves (1983), for example, encouraged students to select and develop topics for writing that reflected their personal experiences and interests. As students engaged in meaningful writing activities, they learned formal language arts skills. As an extension of Graves' approach to teaching writing, I examined the possibilities of having students reflect upon the mathematics in their everyday lives, write about this experience, and then raise related questions. While many teachers use studentgenerated story problems as an enrich ment experience after a page of text book problems, we conceptualized these exercises as a regular and core component of the mathematics curriculum. 1
critical literacies and young learners: connecting critical literacies and young learners shows h... more critical literacies and young learners: connecting critical literacies and young learners shows how it is possible, even in the context of the mandates and pressures so many teachers experience, and honors the sophisticated and complex social theorists that young children are. featuring a mix of groundbreaking work by iconic researchers and teachers and original contributions by emerging scholars and educators in the field, the text illustrates a range of approaches to doing critical literacy with young children and, at the same time
The study examines the emotional experience of five African-American female teachers in the Pacif... more The study examines the emotional experience of five African-American female teachers in the Pacific northwest. The existing literature on emotion rules and teachers’ emotions is referenced and critiqued for its possible misrepresentation or marginalization of teachers of color. Using interview data, the study found that race and religion shape the emotional response of teachers. The teachers tended to reference race
... Stewart, M. 1999. Terrell Davis , Brookfield, CT: The Millbrook Press. View all references), ... more ... Stewart, M. 1999. Terrell Davis , Brookfield, CT: The Millbrook Press. View all references), Aaron Brooks, (Brooks 20045. Brooks, A. and Brown, G. 2004. Rise above , Kirkland, WA: Positively for Kids. View all references), Michael Vick (Savage 200641. Savage, J. 2006. ...
March 3: My class is sitting in a circle. I took up and notice one of the girls, Sylvia, is cryin... more March 3: My class is sitting in a circle. I took up and notice one of the girls, Sylvia, is crying. Joey, she claims, has called her a fat jerk. The rest of the students all look at me to watch my response. I consider the alternatives: send Joey to hallway and talk to him in a few minutes; have Joey sit next to me; ask Joey to apologize; direct Sylvia to get a thick skin; ask Sylvia, `How can you solve this problem?'; send Joey to principal; have Joey write an apology letter; ask Joey, `Why did you do this?'; ignore the situation completely; keep Sylvia and Joey in for recess for dialogue; put Joey's name on board; yell at Joey; send Sylvia and Joey in hallway to work out problem; tell them to return to their seats and write in journals about problem. It took me about 10 seconds to run through these alternatives, and after each one I thought of reasons why it wasn't a good idea. By the time I looked up at Sylvia after this brief introspection, she had stopped crying and was chattering away with a friend about something else. On surface, the problem had gone away (an excerpt from my teaching/ research journal). Because I teach elementary teaching methods to preservice teachers, my initial goal in returning to the classroom was to refine my understandings of these methods. I learned much more than methods. I began to rethink my understanding of educational theory and its relationship to practice. This teaching experience helped me develop a deeper understanding of the dialectic relationship of educational theory and practice and the idea that knowledge and action cannot be separated in the learning process. I had been an elementary teacher for 8 years. But it had been 10 years since I had my own classroom. Now an assistant professor in a school of education, I believed it important that I return to the classroom for a sustained, authentic, though limited, teaching experience. I volunteered to teach mathematics to a blended class of third and fourth graders, and a local teacher accepted my offer. I was in complete charge each day of the 1-hour math period: curriculum, instruction, and management. When I was teaching math, the teacher (pseudonym Susan) served as my instructional aide (e.g., she helped review student papers, worked with small groups and individuals at my direction). I currently teach in an elementary preservice teacher education program. In the last 10 years, I have had many experiences working in elementary classrooms, but never completely in control of the classroom. I never had to supervise students or worry about classroom management, long-range planning, parents, and paperwork. I taught mathematics every day in a blended third/fourth grade classroom in an elementary school in Corvallis, Oregon, from February 1994 to May 1994. I kept a journal of my teaching experience and wrote in it almost every day after school. I used the journal to express my feelings, frustrations, occasional exaltations, problems and questions, a few solutions, and, throughout, interpretations. I organized the journal entries according to common themes. After sorting entries into themes, I again wrote in the journal by responding to what I had written. I extended certain themes and again interjected interpretations and connections with other theory. The next section consists of excerpts from my journal, organized by themes. The excerpts contain descriptions of my experience as well as some analysis and interpretation. In the discussion section that follows, I theorize how this experience informs my work as a teacher educator. Planning: Burdensome, Unrelenting, and Ill-Defined My plan was to implement a writing-based approach to the teaching of mathematics (Winograd & Higgins, 1995). The math period was about 1 hour; I thought I would certainly be able to squeeze an hour a day out of my university responsibilities. I quickly discovered that I couldn't teach mathematics in 1 hour and if I tried, I would be guilty of poor teaching. …
The ability to listen closely, speak clearly, write coherently, read with comprehension, and to c... more The ability to listen closely, speak clearly, write coherently, read with comprehension, and to create and critique media offerings in science contexts is essential for effective science teaching. How might instructors develop such abilities in a physics course for prospective elementary and middle school teachers? We describe here such a course, involving collaboration among physics, science education, and literacy faculty members and two graduate assistants. Meeting twice a week for 10 weeks, the course emphasized questioning, predicting, exploring, observing, discussing, writing, and reading in physical science contexts. We report common themes about aspects that fostered or hindered science and literacy learning, changes in views about science teaching and learning, and positive shifts in interest in science and intended teaching practices.
Compared to the rest of the elementary school curricular landscape, traditional mathematics story... more Compared to the rest of the elementary school curricular landscape, traditional mathematics story problems probably evoke more than their fair share of negative comments by both students and teachers. Textbook story problems have a long history of criticism in the literature (Henderson and Pingry 1953; Kantowski 1981; Larkin 1982; Wirtz, and Kahn 1982; Schoenfeld 1985; Silver 1987; Rathmell and Huinker 1989).
Aimed at classroom teachers, researchers, staff developers, and policymakers, this bibliography o... more Aimed at classroom teachers, researchers, staff developers, and policymakers, this bibliography of approximately 375 items is intended as a resource for the development of curricula that explicitly employ oral and written language to support learning across the curriculum. The journal articles, theses, and books in the annotated bibliography were published between 1966 and 1994, with most entries carrying publication dates between 1980 and 1994. The bibliography is divided into sections on Theoretical/General Discussion; Research on Language and Learning across the Curriculum;
The Task Force met regularly during the 2004-2005 academic year in order to: 1. Determine current... more The Task Force met regularly during the 2004-2005 academic year in order to: 1. Determine current practices that impede an open and sustainable system of scholarly communication, citing data where necessary to substantiate the findings; 2. Determine actions that OSU faculty members, as authors, readers, reviewers, editors, society members, advisory board members and faculty members, who are dependent on scholarly communication for professional advancement, can take to contribute to an open and sustainable system of scholarly communication; 3. Determine a few of these actions that are likely to have the greatest positive impact towards creation of an open and sustainable system of scholarly communication; 4. Propose a framework for communicating these findings to the OSU faculty.
The purpose of this research was to understand fifth grade children's cognitive behavior as they ... more The purpose of this research was to understand fifth grade children's cognitive behavior as they wrote, solved and then, in small groups, shared original math story problems. Research questions examined children's: (1) beliefs about math in this problem-writing classroom, (2) math story problem-writing behavior, (3) difficulties with their self-generated problems, and (4) small-group problem solving behavior. Case studies were conducted in the context of a teaching experiment in one fifth grade classroom. Children were engaged to write, solve and then share math story problems three or four days a week during this one year study. There were three overlapping groups of participant children. Eight children were observed as they wrote and solved math story problems. Seventeen children, including the eight previously observed, were observed via audio-recordings as they shared story problems in small groups. The entire class of 25 children was interviewed or surveyed regarding their math-related beliefs. The findings indicate that these children tended to express problem-oriented and holistic beliefs about mathematics. Children showed a variety of planning behaviors during problem writing. Generally, children composed problems that they themselves had difficulty understanding or solving. Finally, children were extremely task-focused when sharing peer-generated problems in small groups. The outcome of small-group sessions was being shared. It was concluded that children's problem writing and solving behavior reflected the expectations and beliefs os this school math literacy community. The principal implication of this research for teachers is that children's original math story problems provide one important alternative source to textbook and teacher-generated math problems. Further research on the relationship between problem ownership and problem solving behavior is recommended. (49 references)
Increasingly, mathematics educators recommend that students have regular opportunities to write t... more Increasingly, mathematics educators recommend that students have regular opportunities to write their owrn mathematics problems (NCTM 1989; Kilpatrick 1987; Bums 1992; Whitin, Mills, and O'Keefe 1990; Brown and Walter 1983).
Educational Leadership Journal of the Department of Supervision and Curriculum Development N E a, Dec 31, 1991
American students consistently compare poorly with their international counterparts on assessment... more American students consistently compare poorly with their international counterparts on assessments of math knowledge and problem-solving abilities (Stevenson etal. 1986). While common sense does not always lead to common practice, I believe that many of the problems associated with mathe matics education could be solved with some everyday commonsense solutions. In September 1989. Donna Strohauer, a Sth grade teacher, and I developed an alternative approach to mathematics problem-solving instruc tion. We had students write and solve their own original math story prob lems and then share these problems with peers in small cooperative groups. The math problem-writing activity is qssentially an adaptation of recent child-centered and holistic approaches to writing instruction (Graves 1983. Calkins 1986). Graves (1983), for example, encouraged students to select and develop topics for writing that reflected their personal experiences and interests. As students engaged in meaningful writing activities, they learned formal language arts skills. As an extension of Graves' approach to teaching writing, I examined the possibilities of having students reflect upon the mathematics in their everyday lives, write about this experience, and then raise related questions. While many teachers use studentgenerated story problems as an enrich ment experience after a page of text book problems, we conceptualized these exercises as a regular and core component of the mathematics curriculum. 1
critical literacies and young learners: connecting critical literacies and young learners shows h... more critical literacies and young learners: connecting critical literacies and young learners shows how it is possible, even in the context of the mandates and pressures so many teachers experience, and honors the sophisticated and complex social theorists that young children are. featuring a mix of groundbreaking work by iconic researchers and teachers and original contributions by emerging scholars and educators in the field, the text illustrates a range of approaches to doing critical literacy with young children and, at the same time
The study examines the emotional experience of five African-American female teachers in the Pacif... more The study examines the emotional experience of five African-American female teachers in the Pacific northwest. The existing literature on emotion rules and teachers’ emotions is referenced and critiqued for its possible misrepresentation or marginalization of teachers of color. Using interview data, the study found that race and religion shape the emotional response of teachers. The teachers tended to reference race
... Stewart, M. 1999. Terrell Davis , Brookfield, CT: The Millbrook Press. View all references), ... more ... Stewart, M. 1999. Terrell Davis , Brookfield, CT: The Millbrook Press. View all references), Aaron Brooks, (Brooks 20045. Brooks, A. and Brown, G. 2004. Rise above , Kirkland, WA: Positively for Kids. View all references), Michael Vick (Savage 200641. Savage, J. 2006. ...
March 3: My class is sitting in a circle. I took up and notice one of the girls, Sylvia, is cryin... more March 3: My class is sitting in a circle. I took up and notice one of the girls, Sylvia, is crying. Joey, she claims, has called her a fat jerk. The rest of the students all look at me to watch my response. I consider the alternatives: send Joey to hallway and talk to him in a few minutes; have Joey sit next to me; ask Joey to apologize; direct Sylvia to get a thick skin; ask Sylvia, `How can you solve this problem?'; send Joey to principal; have Joey write an apology letter; ask Joey, `Why did you do this?'; ignore the situation completely; keep Sylvia and Joey in for recess for dialogue; put Joey's name on board; yell at Joey; send Sylvia and Joey in hallway to work out problem; tell them to return to their seats and write in journals about problem. It took me about 10 seconds to run through these alternatives, and after each one I thought of reasons why it wasn't a good idea. By the time I looked up at Sylvia after this brief introspection, she had stopped crying and was chattering away with a friend about something else. On surface, the problem had gone away (an excerpt from my teaching/ research journal). Because I teach elementary teaching methods to preservice teachers, my initial goal in returning to the classroom was to refine my understandings of these methods. I learned much more than methods. I began to rethink my understanding of educational theory and its relationship to practice. This teaching experience helped me develop a deeper understanding of the dialectic relationship of educational theory and practice and the idea that knowledge and action cannot be separated in the learning process. I had been an elementary teacher for 8 years. But it had been 10 years since I had my own classroom. Now an assistant professor in a school of education, I believed it important that I return to the classroom for a sustained, authentic, though limited, teaching experience. I volunteered to teach mathematics to a blended class of third and fourth graders, and a local teacher accepted my offer. I was in complete charge each day of the 1-hour math period: curriculum, instruction, and management. When I was teaching math, the teacher (pseudonym Susan) served as my instructional aide (e.g., she helped review student papers, worked with small groups and individuals at my direction). I currently teach in an elementary preservice teacher education program. In the last 10 years, I have had many experiences working in elementary classrooms, but never completely in control of the classroom. I never had to supervise students or worry about classroom management, long-range planning, parents, and paperwork. I taught mathematics every day in a blended third/fourth grade classroom in an elementary school in Corvallis, Oregon, from February 1994 to May 1994. I kept a journal of my teaching experience and wrote in it almost every day after school. I used the journal to express my feelings, frustrations, occasional exaltations, problems and questions, a few solutions, and, throughout, interpretations. I organized the journal entries according to common themes. After sorting entries into themes, I again wrote in the journal by responding to what I had written. I extended certain themes and again interjected interpretations and connections with other theory. The next section consists of excerpts from my journal, organized by themes. The excerpts contain descriptions of my experience as well as some analysis and interpretation. In the discussion section that follows, I theorize how this experience informs my work as a teacher educator. Planning: Burdensome, Unrelenting, and Ill-Defined My plan was to implement a writing-based approach to the teaching of mathematics (Winograd & Higgins, 1995). The math period was about 1 hour; I thought I would certainly be able to squeeze an hour a day out of my university responsibilities. I quickly discovered that I couldn't teach mathematics in 1 hour and if I tried, I would be guilty of poor teaching. …
The ability to listen closely, speak clearly, write coherently, read with comprehension, and to c... more The ability to listen closely, speak clearly, write coherently, read with comprehension, and to create and critique media offerings in science contexts is essential for effective science teaching. How might instructors develop such abilities in a physics course for prospective elementary and middle school teachers? We describe here such a course, involving collaboration among physics, science education, and literacy faculty members and two graduate assistants. Meeting twice a week for 10 weeks, the course emphasized questioning, predicting, exploring, observing, discussing, writing, and reading in physical science contexts. We report common themes about aspects that fostered or hindered science and literacy learning, changes in views about science teaching and learning, and positive shifts in interest in science and intended teaching practices.
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Papers by Ken Winograd