Rachel Potopa

Dr. Reister
EDU 320
November 4, 2016
Text Set Annotated Bibliography: Branches of Mathematics
1. Aharoni, R. (2015) Mathematics, poetry and beauty. Hackensack, NJ: World Scientific
Publishing Co.
2. Grade Level: 7-12 (Geometry)
Age: 12+
Content Area: Mathematics
Genre: Poetry
3. An effective way to use this book in the classroom would be to incorporate it towards the
beginning of an intended school year. It would be good to present the book with a follow-up
activity (given below) to show students the overlap of all the different subjects. It can be used to
show students that although math is very different than most other subjects, it can still be related.
It is good to present the value of math while also helping to present, in this case, the importance
of poetry as well. One can also present it in a way that sparks the interest of students who are
more interested in subjects such as English instead of math. This is a good way to introduce the
relationship across subjects and show that the same beauty found in English or poetry can also be
found in the math world as well.
4. Mathematics, Poetry and Beauty is a book that discusses the beauty that can be found in dealing
with both Mathematics and Poetry. The idea of the book is to connect the beauty found in both
areas and specifically pinpoint the similarities between the two. The book is divided into three
parts that focus on the order of both poetry and math, how mathematicians and poets think, and
how both mathematics and poetry are perceived. Thus by the end of the book we can pinpoint
more specific similarities of the two and recognize how each subject is more similar than one
might think and that they can truly be connected with each other.
5. To follow up reading this book it would be a good idea to dig into student’s creativity. Students
just got done exploring the ideas of mathematics and their relation to poetry. Therefore, a good
activity would be to have students create his or her own poetry using math terms. It would be a
great activity to help students appreciate how the different subject areas can be interconnected.
On top of that it will help them to better understand the math terms that they are using by the way
they must incorporate them into poems. Students should be able to really now see the relation of
beauty that exists between math and poetry. After creating the poems students could exchange
poems with classmates and the students can also recognize the different learning patterns of their
classmates because it is most likely that the poems are all going to be very different from each
other.

1. Costa, G. B., Huber, M R., & Saccoman, J. T. (2008) Understanding sabermetrics. Jefferson, NC:
McFarland & Company, Inc.
2. Grade level: 11-12 (Probability and Statistics)
Age: 17+
Content Area: Mathematics
Genre: Textbook
3. This would be a book that is presented during the time students begin to learn about statistics in
their math classes. This might even be a great book for students who are specifically taking a
probability and statistics class. This book should be introduced to the students as an example of
how probability and statistics can be made applicable to the real world, and more importantly, to a
topic of interest to them. Usually most people enjoy sports, thus this would be a good way to
engage students into the study of statistics and spark their interest in learning about it.
4. Understanding Sabermetrics is a book that can be used as a textbook for students learning
statistics with a specific interest in the statistical analysis of baseball. It goes over and refreshes
students’ minds on some of the basic ideas of statistics while introducing and going into more
depth about new types of statistics. The book draws on the idea that sometimes when dealing
with statistics a lot of questions must first be asked and answered before any math even begins to
take place. It focuses on helping students to better understand probability and statistics by using
it in an applicable way to a sport, in this case, baseball.
5. A follow up activity would be to take a fieldtrip to a major league baseball game and while there,
have students sit in the stands and try and keep up with the stats of different players. Maybe
students can have partners and each group can have their own area of focus and different statistics
to work with. Students can work toward finding statistics for players such as on-base percentage
and slugging. Students will also be able to deal with the equivalence coefficient for items such as
batting and strikeouts of players. This activity will really stretch student’s abilities and help them
apply math to the real world and possibly even a hobby of theirs.

1. Gupta, S., Rockstroh, P., & Su, F. E. (2012). Mathematics Magazine, 85(2), 130-135.
2. Grade: 12 (Number Theory, Matrix Theory, Calculus)
Age: 17+
Content Area: Mathematics
Genre: Journal
3. This article contains a lot of upper level mathematics that usually is not even touched upon until
the college level. Therefore this book is a great option for those advanced and gifted students in
one’s classroom. More specifically I would use this book for my gifted students in high school
that are probably in 11th or 12th grade. One article in this journal specifically focuses on matrix
theory and set theory involved with using the Fibonacci sequence. Thus, this would be a good
book to introduce to my students when we lightly go over matrices in an advanced algebra
course. By introducing this book it will give those students who are gifted and want to pursue
more information on matrices the ability to do so. It gives students the opportunity to further
challenge themselves in the classroom than they are normally able to.
4. The Mathematics Magazine in general provides many interesting and creative mathematical
topics to spark student’s interest and make them think abstractly in regards to the different
branches of mathematics. One of the main articles that I focused on in this journal was one which
involved the Fibonacci sequence and eigenvalues involved with matrix theory. Thus one can
already note that the information given in the journal is not for the faint of heart math students.
The goal of the journal is to really challenge one’s abilities and their knowledge of mathematics.
Therefore, it may lead to be a difficult read for those not up to the challenge or ability level. This
journal introduces topics that students already have some background knowledge on such as the
Fibonacci sequence, something anyone who has taken a high school math class should know.
The article takes these more basic ideas and applies them to a level fit for college students.
5. For a follow up activity given for the book I would have students who read the book use a ThinkPair-Share graphic organizer to help them to better understand the material that they just read. As
stated before this is for gifted students with a much higher skill level, but even still they are
working with much advanced mathematics. Therefore, it is likely even the brightest of students
may get stumped and stuck on what they are reading. Therefore I would give a question to the
group of students regarding the article, maybe the question could deal with how well did they
understand the material read and how they can apply to a future career they may be interested in.
Students would then pair up and discuss with their small group what were able to understand
from the reading and then share it with the entire class. Through this approach the goal is that by
the end all of the students will be able to better understand the article better than they did when it
was originally read through communication with their peers.

1. Kordemsky, B. A. (2015) The moscow puzzles: 359 mathematical recreations. Gardner, Martin
(Ed.). New York: RR Donnelley.
2. Grade Level: 9-12 (Algebra)
Age: 13+
Content Area: Mathematics:
Genre: Puzzle/Activity Book
3. An effective way to use this book in the classroom would be to use it as a book for students to
work with whenever they finish any in class work or activities. This is a workbook that provides
added material for students to challenge themselves, their abilities and their problem solving
skills. If students get done with a test early or another in class assignment it would be good to
have them take out this book as a way to keep their mind oriented toward math while also
strengthening their math skills and development by working with math in puzzle-like situations.
4. The Moscow Puzzles is a book that builds students brainstorming skills. The book provides
different puzzles and activities that reach across many of the different branches of mathematics,
two of which specifically being geometry and algebra. The book also provides different puzzles
for different skillsets and abilities. It helps students to think abstractly and become creative when
thinking of solutions for problems that involve stick problems that require students to visualize
geometric shapes and manipulate geometric shapes. Many other activities involve algebra such
as word problems where students must figure out what information that is given is necessary in
solving the word problems.
5. When the student is done reading the text then that also means they have probably done all of the
puzzles in the book or at least skimmed through and completed most of them. Therefore, a good
follow up activity would be to have students create their own puzzle similar to the ones found in
the book. It would be like they are creating another puzzle to add to the book that their
classmates would have to solve. Another activity for the students to use for this book would be to
have them use a Sketch-to-Stretch graphic organizer for the different puzzles throughout the
book. For example, there are puzzles that involve brainstorming to rearrange sticks into
geometric figures by moving them around. This would require the use of some sketching in order
for students to come to a conclusion of an answer. Then they could give a brief description of
what they did and how they came to the answer that they did.

1. Levy, J. (2013) A curious history of mathematics: The big ideas from primitive numbers to chaos
theory. New York, NY: Metro Books.
2. Grade Level: 7-12 (Any math class)
Age: 12+
Content Area: Mathematics
Genre: Historical Non-fiction
3. It would be effective to present this book at the beginning of a new year in the classroom to help
students to better understand the history of mathematics and where all of the math they use comes
from. The book focuses on the beginnings of math which could help show students the basis of
where math comes from and recognize that without mathematics in our history, it would not be
possible to have most of the things that exist today. Most importantly is that it ranges over
multiple age groups and can be used to show 7th graders the history of math, all the way up to 12th
graders.
4. The book begins with the introduction of the root of mathematics: the numbers. A Curious
History of Mathematics focuses on how the ancient people such as the Egyptians were able to
create numbers and come up with a number system that they could understand and make sense of.
The book follows along listing and discusses some of the most influential periods in math along
with some of the greatest ideas and impactful mathematicians. We see how mathematics has
grown throughout the years with each new advancement made by many intelligent men and
women. A main focus is on the idea that math builds off itself. Through the course of history we
are able to see how each new idea was developed in order to get us to the mathematics we have
today and recognize that mathematics is still growing tremendously.
5. A wonderful follow up activity for this book would be to have students create a timeline that
follows along with it. The book can appear as lengthy, therefore, students can have the
opportunity to take out what they think are some of the key moments in the history of
mathematics and place those events on a timeline in chronological order. This gives the student
the opportunity to get a second glance at the history of math and better understand the course it
took to get to the mathematics that they are studying today in their present classrooms.

1. Suri, G. & Singh Bal, H. (2007) A certain ambiguity: A mathematical novel. Princeton, NJ:
Princeton University Press.
2. Grade Level: 10-12 (Set Theory and Geometry)
Age: 16+
Content Area: Mathematics
Genre: Fiction
3. This book takes a new interesting approach to mathematics that students normally don’t see. It is
not often students hear of a fiction novel heavily based upon mathematically logic. It truly makes
for a different and interesting plot than ever before seen by most students. This is a book that I
would introduce during the school year for a geometry class. I think it would be a good break in
the normal routine that occurs in the math classroom. The book deals with a little more complex
terms that may take some thinking to understand, however, by no means does it take a genius to
understand this book. I would introduce this book specifically in the hopes of showing the class
the relationship between literature and mathematics and how it is in fact possible for those
contents to cross paths. Math students will be intrigued by the novel because it does in fact take a
mathematical brain to understand as well as help students to refresh their brain on what they
know about set theory and geometry but also help them to learn even more than before.
4. A Certain Ambiguity is a fictional novel that follows the life of a college student taking a class on
infinity and his grandfather who was put in jail. Essentially the novel focuses on the two stories
as distinct referring to each differently because they took place at different times. The main
character Ravi, learns more about the history and past of his mathematician grandfather. When
the story of the grandfather is being told involving his trial, a lot of Euclidean and non-Euclidean
geometry is discussed. However, when the story is being told about the college student, we
being to learn much more about set theory and different properties of sets and dealing with
infinity. The story also focuses on how much truth can actually be found in mathematics.
5. To follow up the reading of this book, I would have my students fill out a story pyramid of what
went on throughout the story. I think because it’s a little rarer to see a fictional novel based solely
on mathematics, some students might have some trouble following along with the plot and
exactly what is going on. Therefore, I think the story pyramid is a great way for students to
outline in a way the main points of the story and see the main ideas in a different light. Another
activity I may have the students do after reading is to engage in a Think-Pair-Share. In the
activity I would pose a question to the students regarding the title of the book where the words
“Certain Ambiguity” don’t particularly seem to fit together. I would as the students what they
thought about this title choice and how it applies to the novel. Furthermore, the students would
then discuss ideas in their small group and share with the rest of the class.

Story
Pyra
mid:
A
Grandson
Certai
Student mathematician
At Stanford University
n
What’s Ravi’s career path?
Ravi learns grandpa was imprisoned
Ambi
Goes to library to find truth
guity
Grandpa
was released as a changed man
Ravi follows grandpa’s steps to become a mathematician

1. Tobias, S. (1995) Overcoming math anxiety. New York: Norton and Company.

2. Grade Level: 7-12 (Any math class)
Age: 12+
Content Area: Mathematics
Genre: Informational Text
3. This book should absolutely be presented at the beginning of a school year and I think it’s a book
that would never get old for students to read and refer to. A large majority of students, especially
high school students, get a bad taste in their mouths anytime they hear the mention of the word
math. So many students are not confident in their abilities to do math and shy away from
working hard at it, automatically assuming they cannot do it. Therefore, this is a great book to
present before students dive into actual computational ideas in the school year. It would be a
great way to open up the conversation with students about what math anxiety is and help them to
recognize that more people struggle with math anxiety than they realize and that there are steps
that can be taken for students to get over the anxiety that they have and succeed in their math
classes.
4. Overcoming Math Anxiety emphasizes the point that there is a large difference between having
math anxiety and just not being smart when it comes to the subject of math. There is a large
connotation in the world that only certain people are capable of doing mathematics and therefore
a lot of people give up on themselves doing mathematics before they even try. It’s not that people
aren’t capable of doing math, rather they are just afraid of the idea of math and just think that they
are going to fail. It’s important if people are ever going to overcome this math anxiety they need
to start having a different mindset and different approach to mathematics. The book continues to
debunk this large myth about students just being dumb when it comes to math. However, the
book even discusses and even gives logical reason and facts to show that it is not in fact because
of student’s inability to do math but rather their lack of confidence and drive to do math and the
mindset that they don’t need to do math. The idea of the book is to help students realize where
their weaknesses really are and help them recognize that they are capable of whatever they set
their minds too, even if that involves math.
5. To follow up the reading of this book it would be good to have the teacher ask students to write
down if they have anxieties about learning math and what those anxieties and worries may be. It
will be important to let students know that only the teacher will be reading the papers so they do
not need to worry about fellow classmates knowing their anxieties as a lot of times this may cause
students to really lose confidence in their abilities. After the students write down what their
concerns and anxieties are, also have students write down why they think they may have the
anxieties about math that they do and after reading the book, have them write down ways that
they believe they can overcome their math anxiety. It would be good to suggest students to write
down little steps they could take every day to work on this and reiterate that overcoming math
anxiety is not something that is just going to go away overnight. After students do this and turn it
would probably be a good idea to provide feedback to students.