Annotated Bibliography
Bjälkebring, Pär, and Ellen Peters. "Money matters (especially if you are good at math): Numeracy, verbal intelligence, education, and income in satisfaction judgments." Plos one 16, no. 11 (2021): e0259331. Accessed August 18, 2023. https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0259331. This research article shows that findings are consistent with the importance of numeric intelligence to income and life satisfaction.
Devon Primary Maths Team. “The Gaps and Misconceptions Tool - Why do fractions and decimals seem difficult to teach and learn?” Babcock LDP (2016). http://www.gapsandmisconceptions.co.uk/ This webpage has resources like an interactive diagnostic tool to help identify student gaps and misconceptions in math.
Ghose, Tia. “Like Math? Thank Your Motivation, Not HQ.” LiveScience (2012). https://www.nbcnews.com/id/wbna50315642. Accessed August 17, 2023. A study that suggests a person’s motivation to work hard, and good study techniques, not IQ, lead to better math skills.
Howe, Roger, and Reiter, Harold. "The Five Stages of Place Value." Teachers of India. (2012). The authors explain with examples the five stages of place value in which true understanding of place value can be developed from 1st grade to high school.
Hong, Kho Tek, et al. “Primary Mathematics 5A.” (1995): 1-96, and “Primary Mathematics 5B.” Curriculum Development Institute of Singapore. (1995): 1-104. 5th grade student workbooks based on the Singapore Math teaching approach where students mastering fewer math concepts at greater details using a learning process of concrete, pictorial, and abstract representations including tape diagrams and number lines.
Jacobson, Rae. “How to Spot Dyscalculia.” Child Mind Institute (2022). Accessed August 1, 2023. https://childmind.org/article/how-to-spot-dyscalculia/ This article is a quick read to understand the math learning disorder called dyscalculia.
Martinie, Sherri. “Decimal Fractions: An Important Point.” Mathematics Teaching in the Middle School 19, no. 7 (2014): 420–29. https://doi.org/10.5951/mathteacmiddscho.19.7.0420. A veteran math classroom teacher of 19 years, the author reveals research that shows when teachers are skilled in recognizing students' misconceptions about decimal fractions, they are better equipped to make instructional decisions that build on these ideas.
Mehmetlioğlu, Deniz. “Misconceptions of Elementary School Students about Comparing Decimal Numbers.” Procedia - Social and Behavioral Sciences 152 (October 2014): 569–74. https://doi.org/10.1016/j.sbspro.2014.09.245. This study was conducted with 183 students from grades 6th to 8th and it concluded that student misconceptions of decimal comparison may have stemmed from previous learned misconception, lack of connectivity of math concepts on place value, and differences with teacher approaches.
Oishi, Shigehiro, Youngjae Cha, Asuka Komiya, and Hiroshi Ono. "Money and happiness: the income–happiness correlation is higher when income inequality is higher." PNAS Nexus 1, no. 5 (2022): pgac 224. This article discusses studies that explain the income-happiness correlation.
Peters, Ellen, and Shoots-Reinhard, Brittany. “How math skills plus confidence equals judgment on health and money.” Washington Post. September 29, 20219. https://www.washingtonpost.com/heallth/how-math-skills-plus-condence-equals-better-judgment-on-health-money/2019/09/27/b5f04bb8-d3eb-11e9-86ac-0f250cc91758_story.html (accessed August 1, 2023). Description of studies that claim: math ability and confidence can greatly impact a person’s health and income.
Pollack, Craig Evan, Catherine Cubbin, Ayesha Sania, Mark Hayward, Donna Vallone, Brian Flaherty, and Paula A. Braveman. "Do wealth disparities contribute to health disparities within racial/ethnic groups?” J Epidemiol Community Health 67, no. 5 (2013): 439-445. This article discusses the importance of measuring wealth in health studies to inform public policy and medical practices.
Steinle, Vicki. “Changes with age in students' misconceptions of decimal numbers.” University of Melbourne, Department of Science and Mathematics Education (2004). This 326-pages report includes a longitudinal study of 3,000 students in Australia to assess students’ understanding and misconceptions about decimals and decimal notations.
Strauss, Jacob R. “U.S. Dollar Coins: History and Current Status.” Congressional Research Service. IF1190. January 6, 2023. Accessed August 18, 2023. https://crsreports.congress.gov/search/#/?termsToSearch=U.S.%20coins&orderBy=Relevance. This article from the Congress gives a brief history of the U.S. dollar coins with . The website also has reports about other circulating coins.
Su, Qiu Gui. "Rational Numbers in Chinese: How to Talk about Decimals, Fractions and Percents in Chinese." ThoughtCo. Updated March 22, 2019. ttps://www.thoughtco.com/mandarin-fractions-2279408 (accessed August 16, 2023). This article describes how the Chinese language has a relative higher linguistic clarity that able native speakers to about rational numbers.
Tian, J., & Siegler, R. S. “Which type of rational numbers should students learn first?” Educational Psychology Review. (2018). 30(2), 351-372. p 351. doi: 10.1007/s10648-017-9417-3. This research article reviews different teaching approaches of rational numbers and concludes that the goal of instruction is to achieve a robust and flexible understanding of all rational number notations (decimal, fraction, and percentage)
Wang, Ming-Te, and Jessica L. Degol. "Gender gap in science, technology, engineering, and mathematics (STEM): Current knowledge, implications for practice, policy, and future directions." Educational Psychology Review 29 (2017): 119-140. This article describes findings of gender inequality in STEM.
Yeoman, Richard S., and Garrett, Jeff. Handbook of United States Coins 2024. Whitman Publishing, 2023. This annual “Official Blue Book” is a reference used by most U.S. coin dealers and coin collectors. To order coins online, visit catalog.usmint.gov.
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