RUNNING HEAD: LITERATURE REVIEW

Literature Review for TPE Domain A

Victoria Garcia
National University

LITERATURE REVIEW
Abstract
The following literature review discusses alternative methods to traditional instructional
strategies for teaching subject matter, particularly mathematical concepts. These alternative
methods are meant to create a deeper sense of understanding of the subject matter as opposed to
students simply memorizing and repeating what they have learned.

LITERATURE REVIEW
In this article the author, Stanley Pogrow, describes how the current learning standards do
not address the issue of students not understanding the material. A student can parrot what they
are being told, but most do not truly understand. Pogrow gives an example of how mathematical
word problems are seen as a phony situation, and thus the students are turned off from truly
understanding the content. Pogrow introduces a concept known as Higher Order Thinking Skills
(HOTS), which, at its most basic explanation, makes learning fun and interesting. HOTS
essentially teaches students without them realizing that they are learning, and eventually the
students learn about a subject without going through the traditional teaching steps.
The article goes into great depth about using Supermath, a form of HOTS, to teach
children math skills. According to the article, students begin to lose interest in math after the 4th
grade. The problem that most children have is converting word problems into math problems,
and vice versa. The problems that math students receive in the form of word problems are
generic and do not seem to be a real situation, thus the students do not see the value in learning
the concepts. Using Supermath, the concepts that the students learn are fun and interesting. One
example that is given is that students must write word problems that a computer animated alien
will read and repeat. The alien can only speak in math problems. If the student successfully
writes a word problem, the alien will speak the math problem that the student is writing. This
will give the child a sense of accomplishment when they successfully complete the exercise.
HOTS teaches the students through interesting challenges, but the challenges are not
always to complete a problem. Another aspect of HOTS is for the student to teach the teacher
how to complete a problem. For example, the instructor would allow the students to learn how a
piece of computer based teaching software works, then explain to the instructor what they have
learned. By understanding the software, the student will learn not only learn what the teaching

LITERATURE REVIEW
software has to offer, but theyll understand it to the point of being able to explain how it works.
This creates the essence of understanding, which is what was lacking in traditional instruction.
Students may know the answer to problems but couldnt explain why the answer was correct.
The findings of the HOTS methods are not surprising in the slightest. The more engaged
students are, the more likely they are to understand and retain concepts. The methods outlined in
this article meet TPE domain A: Making Subject Matter Comprehensible to Students. According
to the CTC, teachers should be able to foster positive attitudes towards mathematics, encourage
student curiosity, academic discourse, and persistence in solving mathematical problems.
Incorporating strategies such as the HOTS method makes subject matter more comprehensible to
students by engaging them and allowing them to use their curiosity and creativity to master the
concepts.

LITERATURE REVIEW

References
(n.d.). Retrieved January 9, 2016, from http://www.ctc.ca.gov/educator-prep/standards/adoptedTPEs-2013.pdf
Membership. (n.d.). Retrieved January 9, 2016, from
http://www.ascd.org/publications/educational-leadership/nov94/vol52/num03/HelpingStudents-Who-Just-Don't-Understand-.aspx