Annotated+Bibliography

CITATION 1: Vega, Tina, & Travis, Betty. (2011). An investigation of the effectiveness of reform mathematics curricula analyzed by ethnicity, socio-economic status, and limited english proficiency. //Mathematics and Computer Education, 45//(1), 10-10-16. Retrieved from [] AUTHORS CREDENTIALS Tina Vega is a mathematics high school teacher at James Madison High School. Betty Travis, PHD, is the dean of the College of Sciences at the University of Texas at San Antonio. SCOPE This article informs the reader of two learning types – traditional and reform. It then brings in statistics into the argument for a clearer understanding. AUDIENCE The teaching community AUTHOR’S THESIS “Although there are many different teaching styles, this article will focus on two approaches to teaching mathematics in the secondary classroom commonly referred to as "traditional" and "reform" and the impact of the curriculum on student achievement analyzed by ethnicity, socio-economic status (SES), and limited English proficiency (LEP).” MAIN ARGUMENT/EVIDENCE A statistical analysis of both forms of teaching styles where the null hypothesis is that both teaching styles are equal and the alternative hypothesis is reform is greater than traditional. In 3 different classes of 2003-2004, the null hypothesis was rejected and there was statistical evidence to claim that reform teaching was better than traditional. However, every other class (and all classes in 2005-2006), the null hypothesis failed to be rejected. EVALUATION OF RESEARCH The survey conducted within the article is a well-formatted statistical survey. The author explain every detail thoroughly, and even references possible limits to the use of the statistical use of the result. EVALUATION OF SCOPE The scope of the article covers every aspect the authors set out to cover with their introduction. EVALUATION OF BIAS The authors fail to hint at any sort of bias within their study. They merely set out with a null hypothesis and evaluate the results. REFLECTION While only focusing on two different types of teaching, this article adequately studies the advantages, disadvantages and which is superior. This article brings for the argument that different teaching styles are equally effective and that all work with a certain group of students.

CITATION 2: Hirsh, R. A. (2010). Creativity: Cultural capital in the mathematics classroom. //Creative Education, 1//(3), 154-154-161. Retrieved from @http://search.proquest.com/docview/866302499?accountid=13997 AUTHOR’S CREDENTIALS Rae Ann Hirsh graduated in 1999 with a masters in Early Childhood education and is an adjunct faculty member at Carlow University in Pittsburgh, PA. Also wrote her master’s thesis into a book title //Early Childhood: Incorporating Multiple Intelligence Theory, Developmentally Appropriate Practice, and Play.// SCOPE: A persuasive piece encouraging creativity in the teaching world. AUDIENCE The mathematics teaching community AUTHOR’S THESIS “This article will explore the research surrounding creativity, the arts, and creative problem solving and suggest future applications of creativity in the mathematics classroom.” “This paper will challenge the traditional math methodology and in-vestigate the use of creativity in problem solving to deal with contemporary challenges.” MAIN ARGUMENTS This article focuses on the integration between math and the arts. Hirsh communicates that she believes many math classrooms are focusing too much on memorization of algorithms and less focused on the art side of math. She further elaborates that, paraphrasing and quoting Wilson, teachers should take advantage of the technical skill of art, which is "the ability for students to manipulate materials to convey an intended purpose,” to allow students to “draw pictures to solve problems, use graphic organizers, offer a choice of mathematic expression, and by providing opportunities to present information visually.” EVIDENCE Hirsh supplies multiple different references for her thesis and also incorporates past experiences for evidence. The author supplies examples of artistic problem-solving outperforming mathematical problem solving. EVALUATION OF RESEARCH <span style="font-family: 'Times New Roman','serif';">The work comes off as a well-researched topic. Hirsh has numerous references cited within the article, and many more consulted. <span style="font-family: 'Times New Roman','serif';"> EVALUATION OF SCOPE <span style="font-family: 'Times New Roman','serif';">Hirsh seems to become redundant at moments, but overall she addresses the topic of the integration of mathematics and art and supplies a clear opinion, with facts to back it up, on the issue. <span style="font-family: 'Times New Roman','serif';"> EVALUATION OF AUTHOR BIAS <span style="font-family: 'Times New Roman','serif';">Yes, Hirsh seems to heavily believe that arts within mathematics is the proper form of teaching <span style="font-family: 'Times New Roman','serif';">REFLECTION <span style="font-family: 'Times New Roman','serif';">This source has provided me with another form of teaching. While many students successfully learn through the traditional math curriculum, other are left behind. With art integration, we may be able to diminish the amount (or eliminate in some areas) of kids struggling with understanding.

CITATION 3: Emeny, William. "The Future of Education?" //Great Maths Teaching Ideas | Sharing Great Ideas and Resources with Maths Teachers around the World//. WordPress, 20 Mar. 2011. Web. 09 Oct. 2011. <[]>. AUTHOR'S CREDENTIALS: William Emeny teaches secondary school math in a school located in the south of England. He also has a "First <span class="IL_AD">Class Masters Degree in Civil Engineering from the <span class="IL_AD">University of Exete." SCOPE: An informational review regarding his past experiences. Also questions traditional math teaching methods. INTENDED AUDIENCE: The blogging community. AUTHOR'S THESIS: Emeny questions the traditional math classroom teaching methods of pure memorization. MAIN ARGUMENTS: Emeny brings forth many organizations to show how creative mathematics can encourage higher-order thinking in the classroom. EVIDENCE: Emeny uses past experiences where he has used creative teaching methods to create higher-order thinking. Additionally, he brings up the SMILE Organization and the pros and cons regarding it. He also references Salman Khan's TED Talks about his vision of the future of mathematics. EVALUATION OF RESEARCH: Emeny thoroughly researched the subject, evidence by his citing of various outside organizations, and his experiences with teaching. EVALUATION OF SCOPE: Again, through his referencing of numerous outside research, the question he asks about traditional math teaching his adequately discussed. EVALUATION OF AUTHOR BIAS: THe author seems to be biased towards creative mathematics classroom, as seen through his encouragement of it in his classroom. REFLECTION: This source provides another outlet on the discussion of traditional vs. reform classrooms. Emeny is yet another advocate towards the reform style of teaching, trying to promote his classrooms to higher-order problem-solving, which helps in assessing if there is a way to allow for a more percentage of students to gain a better understanding of mathematics.

CITATION 4: Rapp,W.H., (2009). Avoiding Math Taboos: Effective Math Strategies for Visual Spatial Learners. TEACHING Exceptional Children Plus, 6(2) Article 4. Retrieved [date] from http://escholarship.bc.edu/education/tecplus/vol6/iss2/art4 AUTHOR'S CREDENTIALS: <span style="font-family: 'Arial','sans-serif';">Dr. Rapp has a Ph.D. in Special Education from Michigan State University where she was also awarded the M.A. in Special Education.She use to teach at the State University of New York at <span class="SpellE" style="font-family: 'Arial','sans-serif';">Geneseo <span style="font-family: 'Arial','sans-serif';">, where she taught Critical Issues in Special Education and Literacy, Classroom Management, Human Exceptionalities, Educational Psychology, and Assessment and Instructional Strategies in Special Education. <span style="font-family: 'Arial','sans-serif';">SCOPE: This article seems to be intended for math teachers. It is meant to inform these teachers that many kids learn in a way that is polar opposite of the traditional math classroom. These kids, visual-spatial learners, are not inferior to typical "math" students, auditory-sequential learners. These students need to take additional time to picture the problem in their mind before being able to complete it. This process, through the traditional teaching method, is discouraged in place for memorization and "speed math." INTENDED AUDIENCE: Math teachers (see above) AUTHOR'S THESIS: "Teaching memorization of sequential steps in order to solve a math problem does a disservice to all math learners. However, it is particularly detrimental to visual spatial learners." (Rapp 1). MAIN ARGUMENTS: Rapp gradually focuses on her main arguments by providing background information. She starts off with a true story regarding a friend and how, while the father told his child step-by-step how to solve the problem, his wife intervened and explained the child will never understand. Rapp uses this to jump start her point that memorization of steps is detrimental to visual-spacial learners. She then goes on to explain the difference between visual-spatial learners and auditory-sequential learners. Rapp then further delves into why visual-spatial learners are inhibited through the step-by-step memorization, breaking the reason into numerous bullets. EVIDENCE: Rapp uses many examples of real-life as evidence for her arguments. As stated previously, she used a real-life example from her friend. Additionally, she references a case study of a young boy named Tyler, who throughout kindergarten was brilliant at math (when everything was visual). He was even attending upper-level classes for 1st and 2nd graders. However, as he progressed through elementary school he started to score lower and lower in math courses. Eventually, he hated math, considered it his worst subject, and took special needs classes for mathematics. The reasoning behind this sudden decline was that prior to kindergarten, all math is visual (using blocks and other toys). However, as you progress through school, math becomes more and more memorization of steps. EVALUATION OF RESEARCH: This article is heavily researched, through past case studies, facts, and personal experience. The author brings forth hard-to-counter evidence that pinpoints her main arguments. EVALUATION OF SCOPE: The topic of the two learning types is thoroughly addressed. Past case studies, such as Tyler, have been referenced as well as a thorough comparison of visual-spatial learners and auditory-sequential learners. EVALUATION OF BIAS: The author takes a clear stance that mathematics should be taught towards students through visual-spatial teaching. Because the detriment of memorization of steps is immense on these learners, they should be able to have an environment where they are not at a severe disadvantage. REFLECTION: This article directly addresses the topic of traditional vs. reform teachings. Many examples contained within the article are not found in any other source that I have found. Additionally, this article brings forth many examples as opposed to just factual information.

CITATION 5: Trenholm, Sven "[|A Study on the Efficacy of Computer-Mediated Developmental Math Instruction for Traditional Community College Students]". Research & Teaching in Developmental Education. FindArticles.com. 13 Oct, 2011. AUTHOR'S CREDENTIALS: Sven Trenholm is currently a PhD research student at Loughborough University’s Mathematics Education Center. He taught as a math instructor at the State University of New York. He holds an MSc in Curriculum Design and Instructional Technology (SUNY Albany) and a BSc and DipEd in Mathematics (McGill). SCOPE: Unlike my previous articles, this one focuses more on the college level of mathematics, Sven Trenholm discusses how the numbers of college freshman tested into remedial math (and if they pass on the first try) are incredibly too high. Trenholm discusses how these numbers can be, hopefully, decreased. INTENDED AUDIENCE: Everyone. He seems to be addressing this problem to the whole population. AUTHOR'S THESIS: "The driving force of this study is the contention that these numbers are unacceptably high and demand that educational power brokers and developmental educators look for ways to improve instruction and effectively increase the success rate." "To that end, the purpose of this causal-comparative quasi-experimental study is to examine how current and advancing computer technology can be utilized to leverage the millermial generation's propensity to utilize technology to effectively increase leaming success and retention in the classroom." MAIN ARGUMENTS: "The controversy regarding remediation surrounds the fact that so much of it involves reteaching students math they should have effectively leamed in their K-12 education. The situation speaks strongly to what many have termed a crisis in American math education." The author also mentions that the students of this age are heavily reliant on computer-technology. He feels that the solution to this epidemic somehow factors in the use of computer-technology. "In part there appears to be a generation gap problem where "older" faculty and administrators, having studied and trained before the "computer age" are much less reluctant or skeptical about the use of technology. In contrast "younger" traditional college students have grown up in a society increasingly immersed in technology." EVIDENCE: The author uses a TON of statistics to back up his point. Every single little argument he makes, he has statistics there that correspond with his view. Additionally, he uses a couple of case studies as well to back up his points. EVALUATION OF RESEARCH: Again, the topic has been heavily addressed through an assortment of statistics, which show a thorough understanding of the topic at hand. EVALUATION OF SCOPE: The author cleverly connects the high number of remedial math students to potential problems. He defines it as a problem through statistics (and a comparison to statistics of remedial english students). He then addresses why it may be a problem, through the lack of technology in the classroom and our generation of students being heavily reliant on technology. EVALUATION OF BIAS: The author seems to be biased towards the viewpoint that technology should be present in the classroom. While he mentions the argument and skepticism of the other side, he still heavily believes on his own point. REFLECTION: For such a long article, there really isn't much going on in it. While he does discuss many great points, he does slightly ramble on about the same point for multiple paragraphs. All in all, while some points will be retrieved from the article, the main point for me using this is for all of the statistics it contains. It practically has every single statistic all on one document, with some added information to go along.

CITATION 6: "Preparation and Outcomes." //Academic Preparation in Mathematics: Teaching for Transition from High School to College.// New York: College Entrance Examination Board, 1985. 15+. Print AUTHOR'S CREDENTIALS: N/A SCOPE: This book is one of six books that attempts to explain what a student will need to learn to succeed in college. The series was written by College Board, with this novel focusing on mathematics. It addresses all of the tools and requirements for high schools, and sets the standard teachings. Where as my other sources talk about possible reform, I have yet to get a source laying out the traditional requirements, which this source adequately communicates. INTENDED AUDIENCE: The teaching community of the subject (in this case mathematics) that the novel is written about. AUTHOR'S THESIS: College Board emphasizes what should be taught at the secondary education level in mathematics to prepare students for college mathematics. MAIN ARGUMENTS/EVIDENCE: Students should know how: EVALUATION OF RESEARCH: The book seems to be well researched, and being from College Board, it's a safe assumption that the book is indeed well-researched. EVALUATION OF SCOPE: The book stays on task about what they feel should be achieved at the high school level in mathematics to prepare students for the college level. EVALUATION OF BIAS: Again, as a non-persuasive piece, bias seems to not be existent. REFLECTION: This book has helped me by laying out the arguments on the traditional style of teaching. While all of my other sources focus on changing the core curriculum, none state what exactly the core curriculum asks for. This book lays that information out for me.
 * to perform addition, subtraction, multiplication, and division with integers, fractions, decimals, and natural numbers
 * to use metric and traditional units
 * to effectively use integers, fractions, decimals, ratios, proportions, percentages, roots, powers, algebra, and geometry
 * to judge the reasonableness of an answer
 * to use mathematical terms to solve a problem
 * to know how to select and use the different approaches (mental computation, guess and check, paper-and-pencil, calculator, computer)
 * to use basic concepts or probability and statistics

CITATION 7: Battista, Michael T. “The Mathematical Miseducation of Americaʼs Youth. (Cover story).” //Phi Delta Kappan// 80.6 (1999) : 424. AUTHOR'S CREDENTIALS: Michael Battista has a Ph. D. in Mathematics Education from Purdue University in West Lafayette, Indiana. SCOPE: Battista also talks about the debate of traditional vs. reform teaching in our schools. However, unlike the previous sources, instead of representing the reform's new arguments, Battista rebuts the arguments of those who are in favor of the traditional learning method. INTENDED AUDIENCE: Proponents of traditional teaching styles. AUTHOR'S THESIS: "In this article, I analyze the issues that are relevant to the reform of mathematics education from the perspective of the scholarly analysis that undergirds the reform movement and the current scientific research on mathematics learning." MAIN ARGUMENTS: Studies have shown that students not only fail to gain an adequate understanding of mathematical lessons, but that through the traditional teaching style, student's problem solving abilities become impaired. The article puts forth many comparisons of math to other topics. For example, they ask if you would feel safe if your doctor used exercises fifteen years old and ignored all recent studies for medicine? This is precisely what math institutions are doing, yet no one cares. Additionally, adults freely admit that they were never good at math and that it was their worst subject as if they finally escaped a "boring and useless" experience. Yet, do parents ever say they do not know how to read? The article even states that kids who are doing exceptionally well in today's math world are also shortchanged from the teaching style. When asked questions that require additional set-up then the traditional learning method, their understanding is shown to be not as immense as we thought. Battista also mentions that the lesson plans between generations for math are fairly consistent and unchanged. EVIDENCE: Battista uses many comparisons, as I mentioned in the main arguments section, to bring about his point as clearly as possible. Additionally, he uses statistics to leave an even clearer understanding of the hole we have dug ourselves into. He states that only 13 to 16% of seniors in high school are proficient in math, and that 75% of Americans stop studying math before they finish career requirements. EVALUATION OF RESEARCH: Through the use of statistics and comparisons shows thorough research on the topic at hand. He adequately infers how reform is needed in the math world and disputes many false ideas that opponents of reform view as true. EVALUATION OF SCOPE: Battista addresses many arguments of both sides of the debate, and stays on topic throughout the article. EVALUATION OF BIAS: The author clearly is against the traditional style of teaching mathematics, and clearly desires reform within the classroom. Despite addressing the opposing viewpoint, he strongly disagrees with it to the point where you feel that he may be leaving information out. REFLECTION: This article adds even more arguments on the side for reform. Additionally, it even brings forth many of the beliefs from the other side (even though it quickly shuts them down, it does include them).

CITATION 8: Herrera, T. A., & Owens, D. T. (2001). The "new new math"?: Two reform movements in mathematics education. //Theory into Practice,// //40//(2), 84-84. Retrieved from @http://search.proquest.com/docview/218811867?accountid=13997 AUTHOR'S CREDENTIALS: No information could be find about these two authors. SCOPE: This article is written to inform the general public on a previous math campaign to change the math teaching style within schools. It stresses on a comparison of what "new new math" (the math reform many are fighting for now) with "new math," the math reform of the 1960-1970's, which everyone agrees was a complete failure. The article does not seem to attempt to persuade anybody towards a direction, just to inform the public of both situations. INTENDED AUDIENCE: The general public AUTHOR'S THESIS: "In this article we compare the origins, curricular and pedagogical content, and impact of the new math and the standards-based reform movements. The first part of the article describes the events leading up to the new math era and the characteristics of representative curriculums. To conclude the first section, we consider the demise of the movement and events leading to the most recent reform." MAIN ARGUMENTS: The article brings up many similarities between both math movements, such as "Public acceptance of both reforms was general at first, and both encountered strong countermovements toward traditional instruction" and some differences, such as "New math, however, emphasized deductive reasoning, set theory, rigorous proof, and abstraction, while the Standards emphasize applications in real world context, especially experimentation and data analysis." and "Another difference lies in the pedagogy embedded in each reform movement. Standards-based pedagogy is based on constructivism and, therefore, instructional practices focus strongly on process-- communicating, reasoning, problem solving, making connections, and representations." EVIDENCE: The evidence towards within this article is indirectly stated. The evidence comes from the amount of research the author put into this article. There are no statistics, case studies, real life scenarios, etc. The evidence is the history of the previous math movement in the 1960-70's and the similarities that it has with the current math reform movement. EVALUATION OF RESEARCH: The article cites many reference sources at the bottom of the article, showing a great deal of research was indeed done in order to gain a complete understanding. Additionally, the author cites many facts about both the current reform movement and the previous reform movement, which also suggests thorough research. EVALUATION OF SCOPE: The author seems to focus too much on one movement at a time. There seems to be little comparison made until the conclusion aspect of the article. While this isn't necessarily a bad thing, it does make you question whether the author starts to ramble about each movement. EVALUATION OF BIAS: The author seems to have no bias towards the topic. The article seems to be written as an informative piece not a persuasive piece, and the author doesn't talk up or talk down the current movement (he does the previous movement, but that is because it was agreed upon to be a failure). REFLECTION: This article helps my project because it offers a previous example of a very similar situation. While most of my articles focus on the current math reform movement, we should always learn from history, and with knowledge of the previous reform movement, I can gain a better understanding as to if this movement is needed.

CITATION 9: Schoen, H. L., Fey, J. T., Hirsch, C. R., & Coxford, A. F. (1999). Issues and options in the math wars. //Phi Delta Kappan,// //80//(6), 444-444-453. Retrieved from @http://search.proquest.com/docview/218511394?accountid=13997 AUTHOR'S CREDENTIALS; "HAROLD L SCHOEN is a professor of mathematics education at the University of Iowa, Iowa City...JAMES T FEY is a professor of mathematics education at the University of Maryland, College Park. CHRISTIAN R. HIRSCH is a professor of mathematics education at Western Michigan University, Kalamazoo. ARTHUR E COXFORD is a professor of mathematics education at the University of Michigan, Ann Arbor. The authors are co-directors of the Core-Plus Mathematics Project" SCOPE: This article balances a combination of proponent arguments and opponent arguments for math reform. It does not take sides, and instead offers the summary of the, what it calls the debate, "math wars." Then it goes into details of the reform, and why people against reform are against it. In retrospect, it is the opposite of the majority of articles I already have (where they lead with the traditional and then say why people want reform). INTENDED AUDIENCE: The general public. AUTHOR'S THESIS: "The spirited debates about the reform of school and undergraduate mathematics have led some proponents and opponents of change to indulge in such angry rhetoric that the controversy has come to be referred to as the 'math wars.'...Since the critics have gotten most of the attention in recent public discourse about school mathematics, it seems appropriate to review the situation from a balanced perspective to reassess the case for change and the objections of critics in light of recent research and evaluation evidence." MAIN ARGUMENTS: One main argument emphasizes the true debate that is going on. Just as one side seems to be on the verge of winning, people change their mind and the debate continues, "But just as the new curricula, teaching methods, and assessment strategies are beginning to be tested in schools and universities across the country and are beginning to show promise of reaching the objectives of reform, critics have challenged the content goals, the pedagogical principles, and the assessment practices that are at the heart of the reform agenda." "However, the curricula developed to bring about the reforms provide more concrete targets for criticism. Although the innovative programs vary widely in their objectives and strategies, the criticisms share some common themes." "CPMP students significantly outperformed students in the nationally representative ATDQT norm group, which had been tested in 1992 before any curricula based on the NCTM Standards were available. CPMP students' average pretest to posttest growth was nearly twice that of the norm group during the first year, and this improved level of performance was maintained over the three-year field test." EVIDENCE: The biggest evidence of all is the main statistic at the end (quoted above and labeled). CPMP stands for the Core-Plus Mathematics Project, which is "one of several National Science Foundation-supported efforts to design, prepare, evaluate, and disseminate curricular options for a Standards-based high school mathematics program." The ATDQT is a "40-item, multiplechoice test with the primary objective of measuring students' ability to employ appropriate mathematical reasoning in situations that require the interpretation of numerical data and charts or graphs that represent information related to business, social and political issues, medicine, and science." Other evidence within the articles are images and examples from students in CPMP classes. EVALUATION OF RESEARCH: The research behind this article is phenomenal. Not only does it share what seems like every single thing there is to know about CPMP and the math wars, it also focuses the article with a giant statistic at the end to share insight into if CPMP actually helps students. It also has many random math wars facts, such as information on the ATDQT, different NCTM projects, etc. EVALUATION OF SCOPE: With all of the information present, the article does seem to drift in and out of relevance, but overall it stays on topic fairly well and offers key insights into the debate of the math wars. EVALUATION OF BIAS: The article seems to have no form of bias, as it addresses both points and does not talk or insinuate badly about either side of the debate. REFLECTION: The sheer information alone in this article is enough to warrant it a high approval grade. While at times it seems to be a little hard to comprehend, the final statistic sys a lot about the math reform movement. Additionally, the information about CPMP and NCTM will help with my project immensely.

CITATION 10: Klein, A., & Cavanagh, S. (2007). From 'math wars' to the political trenches? //Education Week,// //26//(24), 26-26,29. Retrieved from @http://search.proquest.com/docview/202766605?accountid=13997 AUTHOR'S CREDENTIALS; Alyson Klein reports for //Education Week// and covers reports on ESEA/No Child Left Behind, among other topics. She is also a co-author of the blog Politics K-12 SCOPE: The article focuses on the views and accomplishments of Williamson M. Evers, an advocate for change in the math curricula and an "assistant secretary for planning, evaluation, and policy development." The article continues through the life of Mr. Evers, explaining key points about the "math wars" from the perspective of Mr. Evers, and the societal view on his thoughts. INTENDED AUDIENCE: The General Public. AUTHOR'S THESIS: There really seems to be no clear "thesis" per say, its more of just an introduction that leads into Mr. Evers' thoughts and experiences of the math wars. MAIN ARGUMENTS: "Mr. Evers was a strong and frequent critic of what he and others described as weak and vague forms of instruction in math, which they believed emphasized conceptual understanding and overly abstract principles at the expense of students learning basic computation skills." ""[M]athematics instruction needs to be balanced," Mr. Evers and his co-author, Stanford University mathematics professor James Milgram, wrote. "Students today certainly need calculation and symbolic-manipulation skills that go beyond the merely mechanical."" EVIDENCE: The evidence within this article solely revolves around Mr. Evers' experiences. Unlike other sources which use statistics as evidence of their findings, this article is written in more of a point of view piece, where as the information is not necessarily facts but what and why researchers of the debate believe. One of these researchers was Mr Evers. EVALUATION OF RESEARCH: The Research of this article could be debated. While a lot of information is given about Mr. Evers, the article itself is fairly short. While the research was good, I feel like the authors could have done a little more. EVALUATION OF SCOPE: For the most part, the article stayed on topic about Mr. Evers and his views. However, I would have liked it more if they went into even more detail about the man. While they do share information, and an adequate amount, the little details could definitely have been more expressed. EVALUATION OF BIAS: There is no bias in this piece as it serves as a mini-biography, where the author seems to take no opinion on the subject and just reports the facts from one perspective. REFLECTION: This piece, while maybe not the best article of the first ten, does one key thing that no other articles did - provide insight from ONE professional. All of my other articles shared just knowledge and a stance, but none told the views unbiased about a bias view.