Annotated Bibliography
Sandra Miedema
EDU 570-Inquiry into Practice
November 4, 2019
Bibliography
Brooks, L. A. & Dixon, J. K. (2013). Changing the Rules to Increase Discourse, Teaching Children Mathematics, Vol.20, No.2, 84-89
Claro, Paunesku & Dweck (2016). Growth mindset tempers the effects of poverty on academic achievement. PNAS Early Edition1-5, DOI: 10.1073/pnas.1608207133
Evans, C. F., (2005) Values in the Practice of Teaching and Questions for Quality and Equity in Schools. Improving Schools @ Sage Publications,8(1),59-77. DOI: 10.1177/1365480205049366
Green, E., (2010) Building A Better Teacher- How teaching Works, 1-21, 113-149
Kohn, A., (1993) Choices for Children- Why and How to Let Students Decide, Phi Delta Kappan
Ladson-Billings, G., (2006) It’s Not the Culture of Poverty, It’s the Poverty of Culture: The Problem with Teacher Education. Anthropology & Education Quarterly, 37(2), 104-109
Reed, M. K., & Smith, J. P. (Spring 2005) Counting the Pinecones: Children's Addition and Subtraction Strategies. Montessori Life, 28-30
Saylor L.L, Walton, J.B..(2018) Creating a Math‐Talk Learning Community with
Preservice Teachers. School Science and Mathematics. 118:348–357. https://doi.org/10.1111/ssm.12302
Week 2
Values in the Practice of Teaching and Questions for Quality and Equity in Schools
The article I chose to read an article regarding school family connection because it is a concept that is of high importance in my teaching practice. The article addresses keywords of achievement, behavior, ethics and value which are interconnected with family, teachers and students. On the title page, the author validates that relationships have a direct impact “Relationships between teachers and pupils are also the key to developing behaviors based on respect for diversity and constitute the site where they learn or are denied – the possibility of expressing their own ideas and gaining a sense of justice through working together.” (Evans, 2005, title page) I find this research to intriguing as it reflects what I strive to accomplish with my students and families. When students have a voice and are offered a listening ear, they feel cared for and safe. This may become a solid foundation for success, not only in the classroom, but in the real world.
The article goes on to compare the moral development of students who are disrespected and talked down to by the teachers, reflect a similar response to the teacher and to classroom academics. It also tells of teacher who disrespect students by imposing their personal beliefs, such as religious and political opinions. This isn’t fair for a teacher to do and does not promote high moral development. It goes on to consider, “putting yourself in someone else’s shoe” in response to reinforce a sense of empathy. This is useful in life inside and outside of the classroom. Empathy is hard to teach. Our best guidance is to model the display of empathy and communicate its value.
Another highlight of the article included the value of reflection. Providing students to reflect on experiences in both curricular contend and daily life allows students to feel valued. This may contribute to a high oral development. I believe that when students have the opportunity to reflect, empathy may develop.
Evans, C. F., (2005) Values in the Practice of Teaching and Questions for Quality and Equity in Schools. Improving Schools @ Sage Publications,8(1),59-77. DOI: 10.1177/1365480205049366
Top of Form
Bottom of Form
Week 3
Choices for Children- Why and How to Let Students Decide
This article titled, "Choices for Children Why and How to Let Students Decide"
by Alfie Kohn goes deeper than choices for children, it addresses the teacher who either does not consider students choices, who wish to allow students to choose, yet do it in a controlled manner, and those who invite autonomy to include the student in the choices.
It addresses students who are burned out by years of teachers directing every move, and parents doing the same, leading to those who follow rules until school is done, then are expected to be like Martin Luther King as adults. It also tells about students who were given more choices, had the opportunity to participate in decisions about their school work and ultimately score well in testing, when testing was not the focus.
The article notices that teachers who collaborate with students are less like to be burned out. Referring to John Dewey who directs education so that school is about learning to become a responsible, contributing being, not leaving students to their own devices.
Finally, the article discusses liberty within limits, meaning that the students, on the other hand shall not have a free for all in the class. Rewards are most meaningful when they are intrinsic: a good feeling in the soul rather than a praise from a parent, teacher or a gold start.
This article addresses many points that i experience as a Montessori teacher. The philosophy is similar as to "Follow the child." This means to find what interests the student and investigate it together until the learning is satisfied.
I think about students today who may be structured all day in the class room, then taken from one activity to the next by their parents. They then come home for dinner, do homework then are whisked off to bed. Every moment of their life is planned. This leaves little time for creativity, problem solving and time management. As the article states, they are then expected to graduate and be something grand. It is not a fair expectation if they have never had the chance to explore, witness failure or experience natural consequences.
It is so important to let the student be heard and considered a contributing member both at home and in the class, as they are their primary locations. When they feel included, the may experience accountability, and empathy. These are real life feelings. It is part of growing. Including students in the planning of curriculum leads to focusing on areas that are interesting to them. Their focus will naturally be deeper than handing them a book and telling them what to read. They can share their interest and dig deeper into the learning. Isn't this a better way?
The final take away from this article was a frightening piece that shared about a child who was guided to care for others, and instructed to do the right thing, including following authority. This person was a leader at Auschwitz. What does this tell us? To follow directions or to think on our own. For the sake of our students, let us lead them to autonomy and to be brave enough and to feel safe to make their own decisions, and to realize natural consequences, and learn from them.
Kohn, A., (1993) Choices for Children- Why and How to Let Students Decide, Phi Delta Kappan
Week 4
Changing the Rules to Increase Discourse
This amazing article caught my attention as it was written by a graduate student who decided to have a discussion with her second grade class about raising hands in class. She compared her own experience at graduate level, where conversations were free from the expectation of permission to speak by being called on when raising a hand. She also considered cores standards to construct viable arguments and critique the reasoning of others, meaning that students should feel free to interact with others while problem solving. She thought about changing the rules and offering her students the chance to come up with new norms in the class. She considered the difference between her adult peers and her young students with the ability to benefit from free conversations. She asked the students to share what they thought about talking without raising hands, and most thought that they would get in trouble. She thought that she had to set additional expectations and be patient with the process. So they removed the "raising hand" rule, in order for the students to discuss math problems and solutions. She made the change to student led discourse with clear expectations of how it would look. The students initially addressed all questions and comments to the teacher. With guidance they eventually addressed one another. One rule was that when someone was explaining, then another had a chance to speak, rather than immediately sharing their solution, they were to discuss and ask questions addressed to the first student to really understand their reasoning. Then they could tell their solving method. Students became comfortable with this format and began talking to one another and the dialogue was rich. More learning was taking place!
Brooks, L. A. & Dixon, J. K. (2013). Changing the Rules to Increase Discourse, Teaching Children Mathematics, Vol.20, No.2, 84-89
RAR Interview-
According to Primary class, Community Montessori Charter, Santee CA (personal communication, September 17, 2019)
This afternoon, I decided that since my primary class is new to academic settings, it would be best to interview the entire afternoon class, to collect their input about not raising hands to respond in class. The response was endearing, yet quite similar to the 2nd grade class that had the actual experience. The following demonstrates their response:
Me (teacher): What would happen if we didn't raise hands in class?
Student 1: Well if we had a question and we didn't raise our hand, you would get in trouble.
Me: By who?
Student 1: You or Ms. S (teaching assistant)
Me: Has this ever happened before
Student 1: no
Student 2: (ironically, raising his hand to respond) The teacher would not talk to you. She would talk about reading and stuff.
Me: Then how could you talk if you didn't raise your hand? Could there be a different way?
Student 3: You could tell friends and say, "excuse me and then you could talk."
me: could you tell me what that could look like?
Student 3: I don't know
me: Thanks for your input. I appreciate your answers.
Student 4: if you raise your hand, then you could be silly. Then you could get in trouble.
Student 5: It's sad when you get in trouble.
me: How do you get in trouble? How does it feel?
Student 6: it feels sad.
me: Well since no one had gotten "into trouble." I wonder if you could imagine not getting into trouble here. Instead think of if a mistake is made, then we can problem solve to fix it. How would that work?
Group: good, yes.
Although I included the entire interview of my TK and Kindergarten afternoon class, my observation is that they have the same impression: If you respond without raising your hand, you will get in trouble. Even though it is the beginning of the school year and no one has yet gotten into trouble, as it is not our practice! Even with these new students, a standard is concrete: break a rule, get in trouble. This is a major obstacle to solve before stepping into how to have an organized conversation and community sharing. This includes not looking at the teacher to orchestrate the dialogue, instead to listen to peers, critique, then share, in order to increase student discourse. Baby steps lead to big steps in changing how we guide education.
According to Primary afternoon class (personal communication, September 17, 2019) Community Montessori Charter, Santee CA
Week 5
Growth mindset tempers the effects of poverty on academic achievement
This article I chose addressed whether growth mindset is influenced by factors including socioeconomic backgrounds. A study was conducted with 10th grade students in Chile in Math and Language Arts. It surveyed the mindset of students classifying them as having a growth mindset, meaning that they believed that intelligence could develop and grow, or fixed mindset, meaning the opposite, or somewhere in between. A factor that was considered was the socioeconomic status of the students. It could be argued that affluent students have the means and resources to do well academically. These students may also be groomed with positive reinforcement, promoting a growth mindset. Students of poverty may have fewer resources, more stress, and poor health resources, leading in to lower achievement and a fixed mindset. A great discovery was that the study suggests that the mindset could be stronger than the economic factors. Another consideration is that doing well in school may lead to a growth mindset. The power of positive thinking and encouragement promotes self-esteem and the belief that intelligence can grow over time. The data from the survey demonstrates that students with growth mindset in both Math and Language Arts. The students from the lowest income level were two times more likely to have a fixed mindset than affluent ones.
The reason I chose this article was to learn more about growth mindset in the classroom. I found that article somewhat predictable as those with the means and support, have opportunities to succeed, are more likely to have a growth mindset. The students in poverty have to work and focus harder, because life may be more stressful and harder, and may be more likely to have a fixed mindset. These are generalizations. The truth is that with determination and the desire to do well, any student, wealthy or poor may have a growth mindset. If doing well in school also leads to growth mindset, we as teachers need to find ways to help our students succeed. Often, we need to change things up because if students aren't learning the way we teach, we need to teach the way they learn. We also need to encourage and find what is good in every student. This may elevate their self-esteem and ability to believe in oneself, and that intelligence may grow over time.
Claro, Paunesku & Dweck (2016). Growth mindset tempers the effects of poverty on academic achievement. PNAS Early Edition1-5, DOI: 10.1073/pnas.1608207133
RAR Interview-
According to HTH Mesa Kindergarten teacher (personal interview, September 24, 2019)
I interviewed a new kindergarten teacher from HTH to get her perspective on growth mindset and how it applies in math. The teacher was especially chosen because I am a kindergarten teacher and interested especially in the methods practiced at HTH.
What does a growth mindset mean to you?
Alternative language saying I can try rather than I can’t do this
How does it differ from a fixed mindset?
Fixed mindset doesn’t leave room for growth. It means that you are giving up or won’t try
What is your opinion of how socioeconomic affect growth mindset?
Growth mindset comes from people around you. If people are saying you can’t, you believe you can’t
How do you promote a growth mindset with your students?
Conversations about language and visual charts can show what growth mindset and fixed mindsets look like
What does it look like in math?
Trying different strategies.
These responses come from a teacher who attended HTH in middle and high school and has been practicing growth mindset as both a student and now a teacher. I appreciate her candid, fresh and concrete perspective. She has a clear idea of what growth mindset is, how to practice it and especially to benefit her students, how to promote it. I especially am interested in how the socioeconomic response did not put anyone in a category. She responded by addressing the people who we are surrounded by. I will keep this perspective in mind as I work towards building my own approach of growth mindset with my students.
week 6
Building A Better Teacher- How teaching Works
My biggest takeaways from Green's work is the societal shared notion that teaching is a private ordeal. While in school I never really noticed it but the amount of collaboration, observation, and communication between teachers related to their practice is limited or non-existent. In the 13 years of being a student i only remember seeing in class observation maybe 3 times. I think the solution to this problem leans more towards the ideas of accountability but done differently that described. I think there should be an increase in mandated PD and Collaboration days involving teachers. In essence each individual school and/or school district would have sort of micro education conferences through the year to improve teaching quality and support. I think HTH's all staff days and innovation & equity days is a good example of the early stages of this kind of approach.
For my practice as an educator, the GSE has been extremely helpful because of its extremely collaborative nature. Discussing theory and practice, implementing them in classrooms, and then discussing the results with the same peers has allowed for my to shape and mold my ideas on my practice as well as grow it in a short amount of time. In essence it is collaboration that has been one of the driving forces of my innovation as an educator.
Green, E., (2010) Building A Better Teacher- How teaching Works, 1-21, 113-149
Week 7
Creating a Math‐Talk Learning Community with Preservice Teachers
This article was chosen in order for me to develop an understanding of math talk and what it looks like in action. The subjects were not only the students, they were also the preservice teachers, which are interns, in credential programs, learning how to teach by practicing in a classroom setting. It addresses the notion for preservice teachers to start right in with math talk, rather than learning traditional teacher lead lesson methods, then transitioning. Math talk presents the opportunity to share ideas, to agree, to understand and to disagree through respectful, student led conversations. The preservice teachers and students alike enjoyed the math talk learning communities where they felt safe, fostered positive experiences, where discussions became student led, and respectful communication developed. The preservice teacher became as excited about math as the students. They began to see math has a real purpose to solve real problems and many ways. When the present problem has a practical purpose related to a real challenge, it causes curiosity, unlike rote math problems on a worksheet or the white board without meaning connected. They enjoyed discovering how students could grapple with a problem without it being teacher led! This leads to discourse that includes deeper thinking and making sense of math. The words safe, grapple and respect came up on every page as a common theme for both students and preservice teachers. Data was collected in the form of a pre-class slip and exit ticket regarding the preservice teachers experience in the learning community. The range was from 0 tradition methods - 3 teacher as co-learner. From the beginning of the leaning session, each participant was at level 0. By the end, most were at level 3 and excited about facilitating math talk communities.
I really enjoyed this article because it made sense, it respected the preservice teacher as well as the students and provided an environment where the was no judging, so everyone felt safe to grapple and share out. The discourse was far beyond, “you are correct.” Instead it included rich discussions of problem-solving including success and challenges. It also instilled excitement for the preservice teachers. We have all witnessed that when a teacher is excited about a topic, the lesson usually goes well!
At one point, the students were in a debate about whether 0 is even or odd. They were civilized in their interactions and finally decided to ask the teacher. Her response was asking them “What happens when the teacher gives the answer?” They agreed that they would accept the teachers answer and move on, so she didn’t answer. They continued to problem solve, even consulting with Google, then challenging Googles credibility! This would not be the dialogue with a traditional method of putting a problem on the board, instructing how to solve it, grading who got it right and who did not, then moving on to the next. I think math talk is brilliant! I have always loved math and I got even more excited after learning about math talk. It makes so much sense.
Saylor L.L, Walton, J.B..(2018) Creating a Math‐Talk Learning Community with
Preservice Teachers. School Science and Mathematics. 118:348–357. https://doi.org/10.1111/ssm.12302
RAR interview
According to Karen Underwood- HTH Induction CGI facilitator (email interview, October 7, 2019)
What are your thoughts on math talk for preservice (inter) teachers?
I think it's extremely important for to-be teachers to have access to resources and frameworks that enable students to build understanding within themselves by talking to other students. Teachers should be facilitators rather than leaders in a math classroom, at least in my opinion, and to become more of a "facilitator" takes time and practice.
What is one, necessary pre math talk class organization technique?
I think teachers need to develop really strong conceptual knowledge, which means that they have to be able to anticipate student thinking before a particular math block/problem. In order to have a classroom where student knowledge is being built, you have to have a deep understanding of what you want your students to learn.
When is math talk most successful? least?
It's most successful when a teacher has a clear understanding of what she wants her students to walk away with. It's also most successful when the teacher has striven to build a classroom culture where it's OK to take risks, make mistakes and have the academic language to build on each other's ideas. Teachers have to have structures in place for all students to have an entry point.
It's least successful when a teacher walks in unprepared, not fully aware of the content knowledge behind what she wants her students to learn, or if a teacher doesn't believe in the philosophy or thinks direct instruction is more so the answer. Kids pick up on teacher attitudes so it's very important to be aware of that. If a teacher also struggles with classroom management, that can be an issue. Also if a teacher has a deficit lens toward her students, then this type of math instruction is very hard to accomplish.
What would you recommend as a beginning strategy, for a class to transition to student led math talk (from a traditional math class environment)
I'd recommend setting up low-stakes conversation tasks (such as about an art piece or something,) and start building up habits of discussion such as whole body listening, language frames. etc.
Reflection
It seems to me that the teachers attitude towards implementing a student led math discourse all begins with a positive attitude towards math and with letting go of teacher control. It seems necessary for the teacher to buy into what they are selling. This requires good planning and a deep understanding of the goal that is to be met. Teachers must put forward a deep commitment and passion towards the student’s success. They must believe in what they are selling. The must also provide a safe environment where they, as well as the students can be vulnerable and not judged.
Week 8
It’s Not the Culture of Poverty, It’s the Poverty of Culture: The Problem with Teacher Education
Written by: Gloria Ladson-Billings is the Kellner Family Professor in Urban Education in the Department
of Curriculum and Instruction at the University of Wisconsin-Madison. (gjladson@wisc.edu).
This article was written by an anthropologist who views teacher education programs as lacking in providing adequate understanding of culture. It focuses more on psychology. Although the focus is not on culture, teachers act as authorities on it, without having deep understanding. Thus, the article title interchanges the words poverty and culture, and which is the actual problem.
Self-esteem was one of the topics. New teachers were interviewed about self-esteem issues with students. The class had special days where each student had a day to bring in something special from home to demonstrate what was unique about them. At the school, many parents volunteered, and student would bring in a special treat on their day. There were 2 students who didn’t participate. On their special day, they just came in as a typical day. The teacher thought they had low self-esteem and were having days like this to raise self-esteem. It was discovered that these 2 students were from the poorest section in town, took the bus to school each day, rather than having a parent driver, and may have felt even more alienated with this “special” type of activity.
I immediately thought of “funds of Knowledge” when I read this. Getting to know the students outside of the class, what their family life is, who they live with, what makes them happy, scared, what their hobbies are. Getting to know what type of food they eat and what they celebrate are how a teacher may be able to reach and connect with a student. Activities that consider ALL students create a community where all feel safe and welcome. When students are in a positive environment, they are more likely to thrive.
Ladson-Billings, G., (2006) It’s Not the Culture of Poverty, It’s the Poverty of Culture: The Problem with Teacher Education. Anthropology & Education Quarterly, 37(2), 104-109
RAR Interview
According to Lindsay Miedema SDSU senior, Spanish and English Tutor, Mesa (Personal interview, November 3, 2019)
Is it important for teachers to know about student’s family and lifestyle? Why?
We do see a lot of struggling students and they disclose their personal life with me if they feel it necessary. If they have circumstances that seem difficult and effect their work, I like to know that
When working with students who are struggling, is it helpful to determine whether the challenge is academic vs. lifestyle?
No. You can’t separate the two. My position is to help struggling students
How do you empathize with students whose struggles are lifestyles beyond their control?
I work with them with the resources that we can get their hands on. For instance, if they need a book they can’t afford, we either look for one in the library, from an online source, or just use what we can.
What is you biggest population of student who get tutoring?
We have determined that we do not have a population
How did you determine it?
MT2C (Mesa tutoring and computing centers) they track data on students they see.
Week 9
Counting the Pinecones: Children's Addition and Subtraction Strategies
This article from Montessori Life magazine introduces the similarities of CGI (cognitively guided instruction) and Montessori practice with math problem solving. Montessori named "action research" as a type of observation to grant autonomy to students when problem solving. They are able to use any classroom materials, or other chosen methods. CGI follows a similar practice. Students are told a number story (word problem) and are invited to solve it using direct modeling (materials such as counters) or whichever way they choose. The story often includes student’s names from the class, which makes the problems relatable. That is a really thoughtful aspect! The article addresses the concept that children tackle problem solving differently from adults and that we can learn by observing their strategies. Key components in both are that students are in a positive environment where they feel safe to explore and share answers that may or may not be correct. Their confidence grows. Observation is also a major component. As the teacher observes the student, she does not interfere with the learning process. The process is about the student and is not teacher led. Montessori philosophy is to "follow the child." CGI practices the same method. It is interesting that this article was written in 2005, when CGI math was not as widely recognized, unlike Montessori practices, which are around 100 years old.
I really enjoyed this article especially because I am a Montessori educational facilitator who appreciates CGI math, yet does not practice it in my classroom, yet! It is exciting to gain understanding in this approach which is student driven, like Montessori. The similarities help me understand and also increase my desire to bring it into my classroom. Our team member, Becca shared the article as a venue to deepen our (Lilly, another team member is also a Montessori educational facilitator) understanding of CGI. Little by little, I am becoming more curious as I learn more. It is a great feeling to be excited about math in real world situations.
Reed, M. K., & Smith, J. P. (Spring 2005) Counting the Pinecones: Children's Addition and Subtraction Strategies. Montessori Life, 28-30
RAR Interview
According to R. Maldonado (email communication, October 20,2019)
-Tell me what you know about Montessori math, or what your impression of it is.
I am not a classroom teacher, so I am not actively watching or teaching CGI at this time. I can answer with what I remember and believe.
I don't think I know much of Montessori math. I know the children are all learning at their own pace. I get the impression that the lessons are all small groups of students and those groups change to meet the students where they are at. I get the impression it is a lot of work for the teacher to plan personalized and differentiated lessons to multiple ages.
-What do you feel is the strongest feature of CGI math?
-What is your least favorite feature of CGI?
CGI is a routine that takes time and effort to make the most out of it. I feel like the strongest feature and my least favorite feature are the same thing. The Discourse. I feel like this is where the students really carry the cognitive load, unpacking, challenging, finding connections and developing conjectures. I think it is also the hardest part to facilitate well. Discourse is most effective if everyone is engaged. I feel like the conversations are often teacher lead and feel stale. I know there are classrooms where students are making those connections. I think discourse that has been perfected is not only where students develop deep understandings of math concepts, but a major vehicle for community and equity. Students honor each other's thinking and build on peers work. The perspective less traveled is often the missing link in the discussion. CGI has a lot of entry points for success in mathematics.
-Do you have a suggestion for incorporating CGI in a Montessori primary classroom?
I think the way to incorporate CGI in a Montessori classroom could be by combining multiple small groups so the students at different points in math understanding can learn from each other. I think this can happen with an experience created in the classroom, where the students develop the problem by collecting the facts. maybe it is about displaced manipulatives and feels meaningful to the community goals. I don't know enough of Montessori to have a more developed suggestion.
Interview- I chose to interview Becca, my team mate who shared the article. Although she is primarily a science teacher, she seems well versed in the practices of CGI math. I was curious about her perspective with the questions.
I appreciate Becca's candid response to Montessori and CGI practices, as neither are part of her daily practices. When we meet for our lesson study group, Becca generally has great ideas and data to support. She as a HTH educator is immersed in a community that thrives in equity deeper learning. I see many similarities as a Montessori educational facilitator. In fact, we are not labeled as teachers, instead we are educational facilitators who guide learning, similar to the practices in CGI.
There is so much to learn about math learning and instruction, and I guess all academic learning. The conundrum is that we wish to learn from the children, whose minds are fresh and inexperienced. We wish to see math from their point of view. Yet our own innate version, from life experiences, of how math instruction naturally occurs.
Synthesis
This semester consisted of research through peer reviewed articles, reflections and interviews to develop an understanding of lesson study and deepen our teaching practices. It also included lesson studies that were developed by teams of graduate students from various backgrounds coming together with a common goal: to design a lesson where we could observe student learning and reflect upon it. This included processing to study, plan, teach and reflect.
Lesson study takes a deep look at teaching practices in order to understand students It is when a group of teachers come together to share ideas and observe students during a lesson in class. The teachers meet before lesson determine what the students already know, what the lesson will be, discover who will be observed, and then a debriefing after the actual lesson.
Throughout the semester, we were learning about lesson study, while going through the process. A common theme was definitely community. We were sharing ideas, articles and developing the skill to communicate, agree, disagree, and discuss in an environment that was safe and respectful. We were modeling, while discovering the type of dialogue we wished for the students to practice. We wished for our students to run their own lesson, just as our instructors lead us to run our graduate class. Another connection is the transparency with us as educator peers and the student’s peers. Feeling safe allows all to feel safe to offer input without worrying what other will think or whether the response is correct.
The articles we read and shared were from various perspectives. We were invited to choose peer review articles that would support our lesson study process. We had the ability to read the articles and summaries of our classmates and comment. Having diverse perspectives mirrored the experiences of student in the lesson study. We all have ideas that may not always match. The differences are enlightening and help to open minds to the views of others. This is how we learn from each other.
I found divergence in the choices of articles. I had a clear idea of the types I selected as support for my research. The articles and summaries I chose to comment on seemed to be ones of similar interest of my own. Those are also the ones I comment on. I chose articles regarding preservice teachers, consideration of praise, Montessori teachers in CGI, family connections, socioeconomic impact, and math talk communities. These are areas that I was curious about. Researching articles, then interviewing appropriate sources help me better understand the value and process of lesson study.