Masingila, Joanna O. (Joanna Osborne) 1960
Overview
Works:  26 works in 55 publications in 1 language and 479 library holdings 

Genres:  Juvenile works Textbooks Academic theses 
Roles:  Author, Editor 
Publication Timeline
.
Most widely held works by
Joanna O Masingila
Teachers engaged in research : inquiry into mathematics classrooms, grades 68 by
Joanna O Masingila(
Book
)
8 editions published between 2004 and 2006 in English and held by 222 WorldCat member libraries worldwide
8 editions published between 2004 and 2006 in English and held by 222 WorldCat member libraries worldwide
Math by
Janet Moredock(
Book
)
4 editions published between 1997 and 2000 in English and held by 84 WorldCat member libraries worldwide
4 editions published between 1997 and 2000 in English and held by 84 WorldCat member libraries worldwide
Mathematics for elementary teachers via problem solving by
Joanna O Masingila(
Book
)
5 editions published between 1998 and 2002 in English and held by 62 WorldCat member libraries worldwide
5 editions published between 1998 and 2002 in English and held by 62 WorldCat member libraries worldwide
Mathematics for elementary teachers via problem solving : student activity manual by
Joanna O Masingila(
Book
)
1 edition published in 2002 in English and held by 49 WorldCat member libraries worldwide
1 edition published in 2002 in English and held by 49 WorldCat member libraries worldwide
Teachers engaged in research : inquiry into mathematics classrooms, grades prek2 by
National council of teachers of mathematics (EtatsUnis)(
Book
)
7 editions published in 2006 in English and held by 13 WorldCat member libraries worldwide
This volume was written primarily for teachers who have developed (or who are being encouraged to develop) an awareness of and commitment to teaching mathematics for understanding. The research findings presented in these chapters suggest instructional implications worthy of these teachers' consideration. Often, the authors in this volume describe instructional practices or raise issues that have the potential to broaden views of teaching and learning mathematics. These chapters provide interesting problems and tasks used in the authors' work that readers can use in their own classrooms. The volume can also be used with courses for preservice and inservice teachers, collaborative teacher study groups, and other professional activities. A hallmark of good research is its connection to the relevant literature in the field, and the authors of this volume have themselves drawn from the research literature to inform their work. The reference lists accompanying these chapters can be useful resources and should not be overlooked. Most importantly for teacher education, this volume showcases the variety of ways teachers can become engaged in research, and we hope that readers will recognize that teacher research can be both accessible and beneficial in the preparation and professional development of teachers. This is not to suggest, however, that this volume is intended only for teachers and teacher educators. It is also intended to be an interesting, informative resource for other researchers, school administrators, and policy makers. The research presented in this volume is intended to provide an opportunity for those outside the classroom to gain insight into the kinds of issues that matter to teachers, the ways in which those issues might be researched, and the contributions that classroom research makes to mathematics education
7 editions published in 2006 in English and held by 13 WorldCat member libraries worldwide
This volume was written primarily for teachers who have developed (or who are being encouraged to develop) an awareness of and commitment to teaching mathematics for understanding. The research findings presented in these chapters suggest instructional implications worthy of these teachers' consideration. Often, the authors in this volume describe instructional practices or raise issues that have the potential to broaden views of teaching and learning mathematics. These chapters provide interesting problems and tasks used in the authors' work that readers can use in their own classrooms. The volume can also be used with courses for preservice and inservice teachers, collaborative teacher study groups, and other professional activities. A hallmark of good research is its connection to the relevant literature in the field, and the authors of this volume have themselves drawn from the research literature to inform their work. The reference lists accompanying these chapters can be useful resources and should not be overlooked. Most importantly for teacher education, this volume showcases the variety of ways teachers can become engaged in research, and we hope that readers will recognize that teacher research can be both accessible and beneficial in the preparation and professional development of teachers. This is not to suggest, however, that this volume is intended only for teachers and teacher educators. It is also intended to be an interesting, informative resource for other researchers, school administrators, and policy makers. The research presented in this volume is intended to provide an opportunity for those outside the classroom to gain insight into the kinds of issues that matter to teachers, the ways in which those issues might be researched, and the contributions that classroom research makes to mathematics education
Mathematics for elementary teachers via problem solving by
Joanna O Masingila(
Book
)
2 editions published in 1998 in English and held by 8 WorldCat member libraries worldwide
2 editions published in 1998 in English and held by 8 WorldCat member libraries worldwide
Mathematics for elementary teachers via problem solving by
Joanna O Masingila(
Book
)
3 editions published in 1998 in English and held by 7 WorldCat member libraries worldwide
3 editions published in 1998 in English and held by 7 WorldCat member libraries worldwide
Instructor manual, Mathematics for elementary teachers via problem solving by
Joanna O Masingila(
Book
)
2 editions published in 2002 in English and held by 6 WorldCat member libraries worldwide
2 editions published in 2002 in English and held by 6 WorldCat member libraries worldwide
The effects of writing to learn mathematics on conceptual understanding and procedural ability in introductory college calculus by Mary Kathleen Porter(
)
3 editions published in 1996 in English and held by 3 WorldCat member libraries worldwide
Initially, the primary goal of this study was to investigate the effects of writing to learn mathematics on the conceptual and procedural understanding of students in an introductory college calculus course. As the study began, an additional goal emerged: to develop a system for classifying students' errors in calculus that could be used to analyze the data in this study and future ones. To achieve these goals, the examinations of students in two sections of introductory calculus were studied. The instruction of the two groups was very similar: Both groups had the same instructor and were taught with a focus on the concepts of the course. However, in one group, students used writing activities; in the other, students used related activities that did not involve writing. The writing and nonwriting activities were similar in their focus and both groups of students discussed the activities in class. The only major difference between the two groups was that one group used writing to learn mathematics in their activities and the other group did not. Using the errors made by both groups on their examinations, a classification system for errors in calculus was developed, which had not previously been done. This classification system consisted of two procedural error categories and four conceptual error categories. Using this system, the errors of the students in the writing and comparison groups were categorized and the data were statistically analyzed for information about the students' conceptual and procedural understanding. No significant differences were found between the two groups in terms of their conceptual errors, nor for their procedural errors, which suggested that the writing activities did not have a different effect than the related nonwriting activities on students' conceptual and procedural understanding. If students who engage in nonwriting activities that focus on concepts and involve discussion can achieve the same level of conceptual and procedural understanding as students who use writing activities, then mathematics instructors have a viable alternative to using writing activities. This study indicated a need for further research into this matter
3 editions published in 1996 in English and held by 3 WorldCat member libraries worldwide
Initially, the primary goal of this study was to investigate the effects of writing to learn mathematics on the conceptual and procedural understanding of students in an introductory college calculus course. As the study began, an additional goal emerged: to develop a system for classifying students' errors in calculus that could be used to analyze the data in this study and future ones. To achieve these goals, the examinations of students in two sections of introductory calculus were studied. The instruction of the two groups was very similar: Both groups had the same instructor and were taught with a focus on the concepts of the course. However, in one group, students used writing activities; in the other, students used related activities that did not involve writing. The writing and nonwriting activities were similar in their focus and both groups of students discussed the activities in class. The only major difference between the two groups was that one group used writing to learn mathematics in their activities and the other group did not. Using the errors made by both groups on their examinations, a classification system for errors in calculus was developed, which had not previously been done. This classification system consisted of two procedural error categories and four conceptual error categories. Using this system, the errors of the students in the writing and comparison groups were categorized and the data were statistically analyzed for information about the students' conceptual and procedural understanding. No significant differences were found between the two groups in terms of their conceptual errors, nor for their procedural errors, which suggested that the writing activities did not have a different effect than the related nonwriting activities on students' conceptual and procedural understanding. If students who engage in nonwriting activities that focus on concepts and involve discussion can achieve the same level of conceptual and procedural understanding as students who use writing activities, then mathematics instructors have a viable alternative to using writing activities. This study indicated a need for further research into this matter
Prentice Hall middle grades math : tools for success by
Suzanne H Chapin(
Book
)
2 editions published between 1999 and 2001 in English and held by 3 WorldCat member libraries worldwide
2 editions published between 1999 and 2001 in English and held by 3 WorldCat member libraries worldwide
Making Mathematics Learning in and Out of School Complementary by
Joanna O Masingila(
Book
)
1 edition published in 1994 in English and held by 2 WorldCat member libraries worldwide
Students need inschool mathematical experiences to build on and formalize the mathematical knowledge they gain in outofschool situations. This paper presents illustrations from research that was conducted to better understand how mathematics practice and problem solving in everyday work situations compared to secondary students' solutions of the same problems. A research framework for studying the interplay between sociocultural and cognitive developmental processes is described. The framework consists of three analytic components: (1) goals that emerge during activities, (2) cognitive forms and functions constructed to accomplish those goals, and (3) interplay among the various cognitive forms. The paper concludes by linking the framework to classroom practice. Contains 23 references. (Mkr)
1 edition published in 1994 in English and held by 2 WorldCat member libraries worldwide
Students need inschool mathematical experiences to build on and formalize the mathematical knowledge they gain in outofschool situations. This paper presents illustrations from research that was conducted to better understand how mathematics practice and problem solving in everyday work situations compared to secondary students' solutions of the same problems. A research framework for studying the interplay between sociocultural and cognitive developmental processes is described. The framework consists of three analytic components: (1) goals that emerge during activities, (2) cognitive forms and functions constructed to accomplish those goals, and (3) interplay among the various cognitive forms. The paper concludes by linking the framework to classroom practice. Contains 23 references. (Mkr)
Middle School Students' Use of Function Ideas in Everyday Mathematics by
Joanna O Masingila(
Book
)
1 edition published in 1996 in English and held by 2 WorldCat member libraries worldwide
This paper describes preliminary analyses of data from an ongoing project entitled "Connecting InSchool and OutofSchool Mathematics Practice." During this project the authors are: (1) investigating how middle school students use mathematics concepts and processes in a variety of outofschool situations, and (2) working with middle school teachers to develop curriculum ideas to facilitate connectionmaking by students and investigating whether students are connecting their inschool and outofschool mathematics learning and practice. The majority of the paper discusses the observations of middle school students (n=6) using function ideas in their everyday activities. Analysis of data showed that students used functions ideas in many situations. (Mkr)
1 edition published in 1996 in English and held by 2 WorldCat member libraries worldwide
This paper describes preliminary analyses of data from an ongoing project entitled "Connecting InSchool and OutofSchool Mathematics Practice." During this project the authors are: (1) investigating how middle school students use mathematics concepts and processes in a variety of outofschool situations, and (2) working with middle school teachers to develop curriculum ideas to facilitate connectionmaking by students and investigating whether students are connecting their inschool and outofschool mathematics learning and practice. The majority of the paper discusses the observations of middle school students (n=6) using function ideas in their everyday activities. Analysis of data showed that students used functions ideas in many situations. (Mkr)
The Mathematics Practice of Carpet Layers A Closer Look at Problem Solving in Context by
Joanna O Masingila(
Book
)
1 edition published in 1996 in English and held by 2 WorldCat member libraries worldwide
The majority of research on mathematics practice in everyday situations within cultures has investigated the use of arithmetic and geometry concepts and processes. To extend this research to a situation using measurement ideas, this paper investigates the mathematics practice of a group of carpet layers in an effort to detail how ordinary people "actively give meaning to, and fashion, processes of problem solving in the midst of ongoing activities in relevant Settings" (Lave, 1988). Data were collected by observing and informally questioning the employees of a carpet laying business. Four areas of mathematics concepts used by the estimators and/or installers were observed: measurement, computational algorithms, geometry, and ratio and proportion. Two general observations were made: (1) the estimators and installers were not concerned with square footage of a room but with the square feet of carpet needed in the room, and (2) all problems in carpet laying are optimization problems. (MKR)
1 edition published in 1996 in English and held by 2 WorldCat member libraries worldwide
The majority of research on mathematics practice in everyday situations within cultures has investigated the use of arithmetic and geometry concepts and processes. To extend this research to a situation using measurement ideas, this paper investigates the mathematics practice of a group of carpet layers in an effort to detail how ordinary people "actively give meaning to, and fashion, processes of problem solving in the midst of ongoing activities in relevant Settings" (Lave, 1988). Data were collected by observing and informally questioning the employees of a carpet laying business. Four areas of mathematics concepts used by the estimators and/or installers were observed: measurement, computational algorithms, geometry, and ratio and proportion. Two general observations were made: (1) the estimators and installers were not concerned with square footage of a room but with the square feet of carpet needed in the room, and (2) all problems in carpet laying are optimization problems. (MKR)
Comparing inSchool and OutofSchool Mathematics Practice by
Joanna O Masingila(
Book
)
1 edition published in 1993 in English and held by 2 WorldCat member libraries worldwide
Researchers have noticed a gap between mathematics practice in school and mathematics practice in outofschool situations. This study compares the outofschool practice involving measurement of onthejob carpet layers with the problemsolving strategies of ninthgrade students while engaged in measurement problems from the typical mathematics textbook. Data collection in the carpetlaying field work included participant observation, ethnographic interviewing, artifact examination, and researcher introspection. Data from the seventh and eighthgrade textbooks were collected through content analysis of examples, exercises, and problems in the textbooks related to the concept of measurement. Data from the students included observation, informal interviewing, and researcher introspection. The carpet layers made use of four categories of mathematical conceptsmeasurement, computational algorithms, geometry, and ratio and proportionand two categories of mathematical processesmeasuring and problem solving. Analysis of the textbook problems indicated that students were involved in computational exercises whereas carpet layers were involved in measurement. Differences between students and carpet layers included a lack of deep understanding of the concept of area on the part of the students and more problemsolving skills and strategies on the part of the carpet layers. Contains 26 references. (Mdh)
1 edition published in 1993 in English and held by 2 WorldCat member libraries worldwide
Researchers have noticed a gap between mathematics practice in school and mathematics practice in outofschool situations. This study compares the outofschool practice involving measurement of onthejob carpet layers with the problemsolving strategies of ninthgrade students while engaged in measurement problems from the typical mathematics textbook. Data collection in the carpetlaying field work included participant observation, ethnographic interviewing, artifact examination, and researcher introspection. Data from the seventh and eighthgrade textbooks were collected through content analysis of examples, exercises, and problems in the textbooks related to the concept of measurement. Data from the students included observation, informal interviewing, and researcher introspection. The carpet layers made use of four categories of mathematical conceptsmeasurement, computational algorithms, geometry, and ratio and proportionand two categories of mathematical processesmeasuring and problem solving. Analysis of the textbook problems indicated that students were involved in computational exercises whereas carpet layers were involved in measurement. Differences between students and carpet layers included a lack of deep understanding of the concept of area on the part of the students and more problemsolving skills and strategies on the part of the carpet layers. Contains 26 references. (Mdh)
Mathematics Learning and Practice In and Out of School A Framework for Making These Experiences Complementary by
Joanna O Masingila(
Book
)
1 edition published in 1994 in English and held by 2 WorldCat member libraries worldwide
Mathematics learning and practice in school and out of school differ in some significant ways which are explained by the fact that: (1) problem in everyday situations are embedded in real contexts that are meaningful to the problem solver; and (2) the mathematics used outside school is a tool in the service of some broader goal. This paper discusses research which examined mathematics practice in everyday work situations by comparing inschool and outofschool practice. It presents a framework for gaining insight into the interplay between sociocultural and cognitive developmental processes through the analysis of practice. Discussion of the research illustrations includes goals of the activity, conceptual understanding, and flexibility in dealing with constraints. Suggestions for teachers in connecting inschool with outofschool experiences are given. Contains 25 references. (MKR)
1 edition published in 1994 in English and held by 2 WorldCat member libraries worldwide
Mathematics learning and practice in school and out of school differ in some significant ways which are explained by the fact that: (1) problem in everyday situations are embedded in real contexts that are meaningful to the problem solver; and (2) the mathematics used outside school is a tool in the service of some broader goal. This paper discusses research which examined mathematics practice in everyday work situations by comparing inschool and outofschool practice. It presents a framework for gaining insight into the interplay between sociocultural and cognitive developmental processes through the analysis of practice. Discussion of the research illustrations includes goals of the activity, conceptual understanding, and flexibility in dealing with constraints. Suggestions for teachers in connecting inschool with outofschool experiences are given. Contains 25 references. (MKR)
Examining Students' Perceptions of Their Everyday Mathematics Practice by
Joanna O Masingila(
Book
)
1 edition published in 1995 in English and held by 2 WorldCat member libraries worldwide
Students need, through their school mathematical experiences, to build on and formalize mathematical knowledge gained in outofschool situations. This study examined middle school students' perceptions of how they use mathematics outside the classroom in an attempt to learn more about students' everyday mathematics practice and to close the gap between doing mathematics in school and out of school. Middle school students (n=20) were interviewed before and after keeping a log for a week in which they recorded their everyday mathematics usage. Through the interviews and log sheets, it was found that the mathematics the middle school students perceived using outside the classroom could be classified as one of the six activities that Bishop (1988) has called the six fundamental mathematical activities (counting, locating, measuring, designing, playing, and explaining) but was also strongly influenced by their view of mathematics as school mathematics. Contains 23 references. (Author/MKR)
1 edition published in 1995 in English and held by 2 WorldCat member libraries worldwide
Students need, through their school mathematical experiences, to build on and formalize mathematical knowledge gained in outofschool situations. This study examined middle school students' perceptions of how they use mathematics outside the classroom in an attempt to learn more about students' everyday mathematics practice and to close the gap between doing mathematics in school and out of school. Middle school students (n=20) were interviewed before and after keeping a log for a week in which they recorded their everyday mathematics usage. Through the interviews and log sheets, it was found that the mathematics the middle school students perceived using outside the classroom could be classified as one of the six activities that Bishop (1988) has called the six fundamental mathematical activities (counting, locating, measuring, designing, playing, and explaining) but was also strongly influenced by their view of mathematics as school mathematics. Contains 23 references. (Author/MKR)
The Effects of Writing to Learn Mathematics on the Types of Errors Students Make in a College Calculus Class by Mary K Porter(
Book
)
1 edition published in 1995 in English and held by 2 WorldCat member libraries worldwide
This study examined how engaging calculus students in Writing to Learn Mathematics affected the types of conceptual and procedural errors that the students made on their examinations. Students in two sections of an introductory college calculus course in Fall 1994 were the respondents in this study. A classification system was developed that categorized students' errors as procedural, conceptual, or indeterminate. Procedural errors involved either syntactical or algorithmic errors. Conceptual errors involved use of inappropriate procedures, acceptance of unreasonable answers, translation mistakes, misuse of symbols, incorrect interpretation of symbols, invalid inferences, statements without justification, or contradictions of nonprocedural principles, definitions, or theorems. (Author/SW)
1 edition published in 1995 in English and held by 2 WorldCat member libraries worldwide
This study examined how engaging calculus students in Writing to Learn Mathematics affected the types of conceptual and procedural errors that the students made on their examinations. Students in two sections of an introductory college calculus course in Fall 1994 were the respondents in this study. A classification system was developed that categorized students' errors as procedural, conceptual, or indeterminate. Procedural errors involved either syntactical or algorithmic errors. Conceptual errors involved use of inappropriate procedures, acceptance of unreasonable answers, translation mistakes, misuse of symbols, incorrect interpretation of symbols, invalid inferences, statements without justification, or contradictions of nonprocedural principles, definitions, or theorems. (Author/SW)
Teachers engaged in research : inquiry into mathematics classrooms, grades 912 by
National council of teachers of mathematics (EtatsUnis)(
Book
)
1 edition published in 2006 in English and held by 2 WorldCat member libraries worldwide
1 edition published in 2006 in English and held by 2 WorldCat member libraries worldwide
Mathematics practice and apprenticeship in carpet laying : suggestions for mathematics education by
Joanna O Masingila(
)
2 editions published in 1992 in English and held by 1 WorldCat member library worldwide
2 editions published in 1992 in English and held by 1 WorldCat member library worldwide
The effects of instructional approach and student mathematics background on students' conception of limits : a dissertation by
William J Hardin(
)
2 editions published in 1997 in English and held by 1 WorldCat member library worldwide
2 editions published in 1997 in English and held by 1 WorldCat member library worldwide
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Calculus Carpet laying Carpets Education, SecondaryResearch Effective teaching Elementary school teachingResearch Mathematics MathematicsStudy and teaching MathematicsStudy and teaching (Early childhood) MathematicsStudy and teaching (Elementary) MathematicsStudy and teaching (Elementary)Activity programs MathematicsStudy and teaching (Middle school) MathematicsStudy and teaching (Secondary) MathematicsStudy and teachingActivity programs MathematicsStudy and teachingEvaluation Texas Assessment of Academic Skills United States