Annotated Bibliography
Berg, Siv Hilde et al. “Exponential growth bias of infectious diseases: Protocol for a systematic review.” JMIR Research Protocols 11, no. 10 (2022).
Berg and his colleagues conduct a systematic review of exponential growth bias in epidemiology. They posit that effective communication regarding the exponential growth pattern of epidemiology can facilitate public compliance with mitigation strategies.
Li, Qun et al, “Early Transmission Dynamics in Wuhan, China, of Novel Coronavirus-Infected Pneumonia.” The New England Journal of Medicine 328, no. 13 (2020): 1199-1202.
In this report, Li and his colleagues study the epidemiological characteristics of the initial stages of the COVID-19 pandemic in Wuhan, China. They find that the growth in the initial stages of the pandemic was exponential with an R-value of about 2.2. They conclude by stating that measures to curb transmission should be executed in populations at risk.
Johnson, Norman A. “Going Viral.” Darwin’s Reach. Boca Raton: CRC Press, 2022.
In this chapter, Johnson explores the COVID-19 pandemic through comparison to the flu, discussion of virus mutation and human transfer, and the necessity for vaccines. He concludes with examination of the AIDS pandemic, its evolution into HIV, and how this evolution informs treatment options.
Schonger, Martina and Daniela Sele. “How to better communicate the exponential growth of infectious diseases.” PLOS ONE 15, no. 12, (2020).
Schonger and Sele discuss exponential growth bias as it pertains to infectious disease. They explain that framing, or alternate methods of communicating the same scenario, significantly impact how well people adhere to non-pharmaceutical interventions that serve to curb infectious disease spread.
Sidney, Pooja G. and Martha W. Alibali. “Making Connections in Math: Activating a Prior Knowledge Analogue Matters for Learning.” Journal of Cognition and Development 16, no. 1 (2015).
In this study, Sidney and Alibali observe the activation of prior knowledge in learning a new mathematical concept, in this case division of fractions. They find that activating prior knowledge does facilitate this learning, so long as the prior knowledge is conceptually relevant and well-guided.
Priniski, Stacy J., Cameron A. Hecht, and Judith M. Harackiewicz. “Making Learning Personally Meaningful: A New Framework for Relevance Research.” The Journal of Experimental Education, 86, no. 1 (2017).
Priniski and her colleagues explore personal relevance as it pertains to motivation in learning. They discuss relevance as it pertains to prominent, existing theories in motivation, as well as relevance constructs, which are synthesized to suggest direction for further research.
Wijaya, Ariyadi. “Empowering Mathematics Learners through Exploratory Tasks.” Empowering Mathematics Learners Yearbook 2017, Edited by Berinderjeet Kaur and Lee Ngan Hoe. Singapore: World Scientific Publishing Co. Pte. Ltd., 2017.
Ariyadi argues that students become empowered mathematicians through learned skills and problem-solving strategies; she cites scaffolded exploratory mathematics tasks as instances for students to facilitate this empowerment.
Ferlazzo, Larry. “Four Teacher-Recommended Instructional Strategies for Math.” Education Week, July 11, 2021. https://www.edweek.org/teaching-learning/opinion-four-teacher-recommended-instructional-strategies-for-math/2021/07.
Larry Ferlazzo lays out four teacher-recommended instructional strategies for math; these strategies include concrete representational abstract, encouraging discourse, explore-before-explain, and a whiteboard wall.
Greene, Kim. “What is explicit instruction?.” Understood, accessed July 10, 2024, https://www.understood.org/en/articles/what-is-explicit-instruction.
In this article, Kim Greene defines explicit instruction and provides educators and families how to utilize explicit instruction, both at school and at home.
Johnson, David W. and Roger T. Johnson. “An Overview of Cooperative Learning.” Cooperative Learning. The Cooperative Learning Institute, accessed July 10, 2024. https://www.co-operation.org/what-is-cooperative-learning.
Johnson and Johnson define cooperative learning; elaborate on the three types of cooperative learning- formal cooperative learning, informal cooperative learning, and cooperative base groups; and identify the basic elements of cooperation.
Slavin, Robert E. “Co-operative learning and Student Achievement.” Cooperative Learning . New York: Longman Inc., 1983.
In this chapter, Slavin discusses the necessity for both group goals and individual accountability in cooperative learning.
Skew The Script. “Algebra 5.4 (Version A)- Exponential Decay.” YouTube. https://www.youtube.com/watch?v=xXN2XptB97U.
In this video, Aidan Gonzales elaborates on exponential patterns through the lens of the COVID-19 pandemic. She explains how the spread of the virus illustrate a pattern of exponential growth, while the effects of vaccination illustrate exponential decay.
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