Generating Interest in Mathematics Using Discussion in the Middle School Classroom

In this action research study of my classroom of 8th grade algebra, I investigated students’ discussion of mathematics and how it relates to interest in the subject. Discussion is a powerful tool in the classroom. By relying too heavily on drill and practice, a teacher may lose any individual student insight into the learning process. However, in order for the discussion to be effective, students must be provided with structure and purpose. It is unrealistic to expect middle school age students to provide their own structure and purpose; a packet was constructed that would allow the students to both show their thoughts and work as a small group toward a common goal. The students showed more interest in the subject in question as they related to the algebra topics being studied. The students appreciated the packets as a way to facilitate discussion rather than as a vehicle for practicing concepts. Students still had a need for practice problems as part of their homework. As a result of this research, it is clear that discussion packets are very useful as a part of daily instruction. While there are modifications that must be made to the original packets to more clearly express the expectations in question, discussion packets will continue to be an effective tool in the classroom.

Discourse and Cooperative Learning in the Math Classroom

In this action research study of my 6th grade math classroom I investigated the effects of increased student discourse and cooperative learning on the students’ ability to explain and understand math concepts and problem solving, as well as its effects on their use of vocabulary and written explanations. I also investigated how it affected students’ attitudes. I discovered that increased student discourse and cooperative learning resulted in positive changes in students’ attitudes about their ability to explain and understand math, as well as their actual ability to explain and understand math concepts. Evidence in regard to use of vocabulary and written explanations generally showed little change, but this may have been related to insufficient data. As a result of this research, I plan to continue to use cooperative learning groups and increased student discourse as a teaching practice in all of my math classes. I also plan to include training on cooperative learning strategies as well as more emphasis on vocabulary and writing in my math classroom.

Improving Mathematics Problem Solving Through Written Explanations

In this action research study of two classrooms of 7th grade mathematics, I investigated how requiring written explanations of problem solving would affect students ability to problem solve, their ability to write good explanations, and how it would affect their attitudes toward mathematics and problem solving. I studied a regular 7th grade mathematics class and a lower ability 7th grade class to see if there would be any difference in what was gained by each group or any group. I discovered that there were no large gains made in the short time period of my action research. Some gains were made in ability to problem solve by my lower ability students over the 7 weeks that they did a weekly problem solving assignment. Some individual students felt that the writing had helped them in their problem solving because they needed to think and write each step. As a result of this research I plan to continue implementing writing in my classroom over the entire school year requiring a little more from students each time we problem solve and write.

Journal Writing in Mathematics: Exploring the Connections between Math Journals and the Completion of Homework Assignments

In this action research study of sixth grade mathematics, I investigate how the use of written journals facilitates the learning of mathematics for my students. I explore furthermore whether or not these writing journals support students to complete their homework. My analysis reveals that while students do not access their journals daily, when students have the opportunity to write more about one specific problem--such as finding the relationship between the area of two different sized rectangles – they, are nevertheless, more likely to explain their thoughts in-depth and go beyond the traditional basic steps to arrive at a solution. This suggests the value of integrating journal writing in a math curriculum as it can facilitate classroom discussion from the students’ written work.

Cooperative Learning Groups in the Eighth Grade Math Classroom

In this action research study of my classroom of 8th grade mathematics students, I investigated whether cooperative learning would lead to a better understanding of the mathematical concepts and thus more success for the students. I used my three eighth grade classes with two using cooperative groups and the third not. I discovered that the students who wanted to work in cooperative groups were more successful than they had been. I also discovered that the grouping itself has a great effect on how the group works together. The wrong grouping of students can lead to disaster and many headaches for the teacher. Overall the two classes that used cooperative groups did better grade wise than the one class that was taught using the traditional way of not using cooperative groups. As a result of this research, I plan to continue using cooperative groups but will be more aware of the students who are grouped together.

Mathematical Communication, Conceptual Understanding, and Students' Attitudes Toward Mathematics

This action research study of my 8th grade classroom investigated the use of mathematical communication, through oral homework presentations and written journals entries, and its impact on conceptual understanding of mathematics. This change in expectation and its impact on students’ attitudes towards mathematics was also investigated. Challenging my students to communicate mathematics both orally and in writing deepened the students’ understanding of the mathematics. Levels of understanding deepened when a variety of instructional methods were presented and discussed where students could comprehend the ideas that best suited their learning styles. Increased understanding occurred through probing questions causing students to reflect on their learning and reevaluate their reasoning. This transpired when students were expected to write more than one draft to math journals. By making students aware of their understanding through communicating orally and in writing, students realized that true understanding did not come from mere homework completion, but from evaluating and assessing their own and other’s ideas and reasoning. I discovered that when students were challenged to communicate their reasoning both orally and in writing, students enjoyed math more and thought math was more fun. As a result of this research, I will continue to require students to communicate their thinking and reasoning both orally and in writing.

Departmentalization in the 5th Grade Classroom: Re-thinking the Elementary School Model

In this action research study of my 5th grade classroom, I investigated the benefits of a modified block schedule and departmentalization. The research consisted of dividing the 5th grade curriculum into three blocks. Each block consisted of two primary subject areas: Mathematics was paired with Social Studies, Reading was paired with Health, and Writing was paired with Science. These groupings were designed to accommodate district time-allotment requirements and the strengths of each teacher within the 5th grade team. Thus, one teacher taught all of the Mathematics and Social Studies, another all of the Reading and Health, and another all of the Writing and Science. Students had classes with each teacher, each school day. I discovered that this departmentalization had many benefits to both students and teachers. As a result of this research, we plan to continue with our new schedule and further develop it to more fully exploit the educational and professional advantages we found to be a part of the project.

Using Cooperative Learning In A Sixth Grade Math Classroom

In this action research study of my classroom of sixth grade mathematics, I investigated the impact of cooperative learning on the engagement, participation, and attitudes of my students. I also investigated the impact of cooperative learning upon my own teaching. I discovered that my students not only preferred to learn in cooperative groups, but that their levels of engagement and participation, their attitudes toward math, and their quality of work all improved greatly. My teaching also changed, and I found that I began to enjoy teaching more. As a result of this research, I plan to continue and expand the amount of cooperative group work that happens in my classroom.

Using Math Vocabulary Building to Increase Problem Solving Abilities in a 5th Grade Classroom

In this action research study of my 5th grade mathematics class, I investigated how students’ understanding of math vocabulary impacts their understanding of the curriculum. I discovered math vocabulary plays an important role in a student’s ability to understand daily lessons, complete homework, discuss ideas in groups, take tests and be successful on achievement tests. A student’s ability to understand the words around him (or her) in math class seem very related to his or her ability to solve word problems. Word problems are what our national assessments are all about. I also discovered that direct instruction and support of math vocabulary increased test scores and confidence in students as test takers. As a result of this research, I plan to continue to find ways to emphasize the vocabulary used in our current math curriculum. This process will start at the beginning of the year. I will continue to look for strategies that promote math vocabulary retention in my students. And finally, I will share my findings with my colleagues, so my research can be used as part of our School Improvement Goals.

Calculators in the Classroom: Help or Hindrance?

In a world where technology is ever present and ever changing, is too much technology at too young of an age detrimental to a child’s educational success? The purpose of this paper is to share the results of a four-month study that focused on the use of calculators in grade eight. This study was conducted in an eighth grade class, in a small kindergarten through twelfth grade school. This paper will share the findings of a study of a classroom in which calculator use was limited and mental computation was emphasized. The main focus of this study was whether or not there would be any improvement in the computation skills of my students and how, or if, their problem solving would be affected. As a result of this research project, I plan to permanently limit calculator use in grades seven and eight, as well as to implement a computational review that will be conducted yearly with all of my classes.

How to Better Prepare for Assessment and Create a More Technologically Advanced Classroom

In this action research study of my classroom of 8th grade mathematics, I investigated how to better prepare these students for quizzes and how technology can be used in the classroom. I discovered that there are many different ways to challenge students and help them prepare for assessments. There are also many ways to use technology in the classroom if one has the opportunities to use some of the tools, such as Power Point and Algebra Tiles. As a result of this research, I plan to increase the scores on state standards while also allowing the students to enjoy technology during this process.

Bad Medicine: Homework or Headache? Responsibility and Accountability for Middle Level Mathematics Students

In this action research study of my 5th grade mathematics class, I investigated the issue of homework and its relationship with students and parents. I made some interesting observations and discovered that the majority of students and parents felt that the math homework that was given was fairly easy, yet issues of incomplete assignments and failing homework quizzes were notorious for some individuals. Comments were also made to make homework even easier and have shortened assignments despite the already indicated ease of the work. As a result of this research, I plan to look more closely at the history and development of homework, as well as the psychological implications and “hereditary” issues involving homework, which I believe are passed from one generation of learners to the next. My intent is to continue to study this phenomenon in future school years, trying to develop methods of instilling successful, intrinsic motivational skills to aid students in their homework endeavors. Finally, I will take a close inventory of my own beliefs and understandings toward homework: What is the purpose of having students do work away from the classroom, and how can homework serve as a proactive service for all who are involved?

Oral Communication and Presentations in Mathematics

In this action research study of my classroom of eighth grade mathematics, I investigated the attitudes of students toward mathematics along with their achievement levels with the use of oral presentations in my Algebra class. During the second semester the class was divided into groups of two for each presentation, changing partners each time. Every other week each group was given a math problem that required more work than a normal homework type problem. On the last day of that week the students gave a short presentation on their problem. I discovered that while there was no significant evidence that student achievement increased, the students did enjoy the different aspect of presentations in a math class. I plan to implement presentations in my classroom more often with the intent to increase student enjoyment.

Reduce Late Assignments through Classroom Presentations

In this action research study of my 7th grade math class, I investigated homework presentations, to see if they would reduce the amount of late homework assignments. I did not find any significant results that weekly presentations given by students were beneficial to reduce the amount of late assignments, but found many other positive things that happened because of presentations. As a result of this research, I plan to use classroom presentations because they foster listening skills and student interaction, and promote deeper thinking.

Daily Problem-Solving Warm-Ups: Harboring Mathematical Thinking In The Middle School Classroom

In this action research study of my classroom of 8th grade mathematics, I investigated the use of daily warm-ups written in problem-solving format. Data was collected to determine if use of such warm-ups would have an effect on students’ abilities to problem solve, their overall attitudes regarding problem solving and whether such an activity could also enhance their readiness each day to learn new mathematics concepts. It was also my hope that this practice would have some positive impact on maximizing the amount of time I have with my students for math instruction. I discovered that daily exposure to problem-solving practices did impact the students’ overall abilities and achievement (though sometimes not positively) and similarly the students’ attitudes showed slight changes as well. It certainly seemed to improve their readiness for the day’s lesson as class started in a more timely manner and students were more actively involved in learning mathematics (or perhaps working on mathematics) than other classes not involved in the research. As a result of this study, I plan to continue using daily warm-ups and problem-solving (perhaps on a less formal or regimented level) and continue gathering data to further determine if this methodology can be useful in improving students’ overall mathematical skills, abilities and achievement.