An Uphill Battle: Incorporating cooperative learning using a largely individualized curriculum

In this action research study of my classroom of 8th grade mathematics, I investigated if cooperative learning could be an effective teaching method with the Saxon curriculum. Saxon curriculum is largely individualized in that most lessons could be completed without much group interaction. I discovered that cooperative learning was very successful with the curriculum as long as it was structured. Ninety-five percent of the students in the study preferred to work in groups, and I observed mathematical communication grow with most of the students. As a result of this research, I plan to continue to incorporate cooperative learning into my mathematics classroom. I will use cooperative learning with all of my mathematics classes, even the ones that do not use the Saxon curriculum. I believe in the power of working together.

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.

Mathematical Communication through Written and Oral Expression

In this action research study of my classroom of sixth grade mathematics, I investigated the use of communication of mathematics through both written and oral expression. Giving my students the opportunity to communicate mathematics both in writing and orally helped to deepen the students’ understanding of mathematics. The students’ levels of comprehension were increased when they were presented with a variety of instructional methods. Through discussion and reflection the students were able to find methods that worked best for them and their learning ability. Students’ understanding increased from probing questions that made the students reflect and re-evaluate their solutions. This learning took place when students were made aware of different solutions or ways of doing things from the class discussions that were held. I discovered that when students are challenged to express their thinking both in writing and orally, the students found that they could communicate their thinking in a new way. Some of my students were only comfortable expressing their thoughts in one of the two ways but by the time the project was completed, they all expressed that they enjoyed both ways, and maybe changed the original way they preferred doing mathematics. As a result of this research, I will continue to require students to communicate their thinking and reasoning both in writing and orally.

Rubric Assessment of Mathematical Processes in Homework

In this action research study of my classroom of 11th grade geometry, I investigated the use of rubrics to help me assess my students during homework presentations. I wanted to know more about the processes students went through as they did their homework problems, so homework presentations were implemented with the rubrics being the main form of assessment. I discovered that students are willing to speak about mathematics and can gain more understanding of mathematical processes as a result of homework presentations. The scores of the class improved after they talked about the homework assignments with each other. As a result of this research, I plan to keep on using homework presentations in my classroom to talk about homework, but discontinue the use of rubrics in assessment of students in mathematics. I also found students going to the board to solve problems in small groups are another helpful way to use presentations prior to assessment to help me understand where the students are with a new concept prior to assigning homework or giving an assessment.

Improving the Effectiveness of Independent Practice with Corrective Feedback

In this action research study of my 8th grade Algebra class, I investigated the effects of teacher-to-student written corrective feedback on student performance and attitude toward mathematics. The corrective feedback was given on solutions for selected independent practice problems assigned as homework. Each problem being assessed was given a score based on a 3- point rubric and additional comments were written. I discovered that providing teacher-to-student written corrective feedback for independent practice problems was beneficial for both students and teachers. The feedback positively affected the attitudes of students and teacher toward independent practice work resulting in an improved quality of solutions produced by students. I plan to extend my research to explore ways to provide corrective feedback to students in all of my mathematics classes.

Increasing Teacher Involvement with Other Teachers Through Reflective Interaction

In this action research study of a district’s mathematics teachers, the researcher investigated how teachers interact with other teachers in their building and throughout the district. The researcher wanted to know how deeply teachers thought about teaching mathematics, and if they use other teachers in the district as a resource to help with unknown math problems. The researcher discovered that some teachers are willing to interact with others, but would like to have time supplied to them during the school year’s staff development meetings. The teachers involved were able to observe each other teaching and take valuable strategies back to their own classrooms. As a result of this research, the researcher would like to see this study continued next year during staff development time. The support of the district and staff development are key to the success of this study.

Effects of Self-Assessment on Math Homework

In this action research study of my eighth grade differentiated Algebra students, I investigated the effects of students using self-assessment on their homework. Students in my class were unmotivated and failed test objectives consistently. I wanted students to see that they controlled their learning and could be motivated to succeed. Formative assessment tells students how they need to improve. Learning needs to happen before they can be assessed. Self-assessment is one tool that helps students know if they are learning. A rubric scoring guide, daily documentation sheet and feedback on homework and test correlations were used to help students monitor their learning. Students needed time to develop the skill to self-assess. Students began to understand the relationship between homework and performing well on tests by the end of the action research period. Early in the period, most students encountered difficulty understanding that they controlled their learning and did not think homework was important. By the end of the year, all students said homework was important and that it helped them on quizzes and tests. Motivating students to complete homework is difficult. Teaching them to self-assess and to keep track of their learning helps them stay motivated.

Enhancing Problem Solving Through Math Clubs

This action research paper was about a mandatory math club of seventh graders that met once per week over a 12-week period. The students gathered in the classroom during their regularly scheduled math class. The focus of the math club was to solve challenging math problems, usually cooperatively, and sometimes competitively. The math club activities varied from week to week to offer an element of surprise. Frequently, the students presented their solutions to peers, along with an explanation of the way they solved the problem. Instruments were used to collect information about problem-solving accuracy, student attitudes, and student and teacher behaviors. I discovered a slight improvement in problem solving. Also, on Math Club days, the teaching was less teacher-centered and more student-centered. As a result of this research, I plan to offer my middle school students more problem-solving opportunities and I plan to allow my students to work cooperatively on a regular basis.

Why Are We Writing? This is Math Class!

In this action research study of my classroom of 8th grade mathematics, I investigated writing in the content area. I have realized how important it is for students to be able to communicate mathematical thoughts to help gain a deeper understanding of the content. As a result of this research, I plan to enforce the use of writing thoughts and ideas regarding math problems. Writers develop skills and generate new thoughts and ideas every time they sit down to write. Writing evolves and grows with ongoing practice, and that means thinking skills mature along with it. Writing is a classroom activity which offers the possibility for students to develop a deeper understanding of the mathematics they are learning. Writing encourages students to reflect on and explore their reasoning and to extend their thinking and understanding. Students are often content with manipulating symbols and doing routine math problems, without ever reaching a deep and personal understanding of the material. My goal through this project was to help students understand why they were doing certain operations to solve math problems. Writing is an essential tool for thinking and is fundamental in every class, in every subject, and on every level of thinking; skills in writing must be practiced and refined, and students must have frequent opportunities to write across the curriculum. Communication in mathematics is not a simple and unambiguous activity.

Do Students Progress if They Self-Assess? A Study in Small-Group Work

In this action research study of my classroom of 8th grade mathematics, I investigated the effects of self-assessment on student group work. Data was collected to see how self-assessment affected small-group work, usage of precise mathematical vocabulary, and student attitudes toward mathematics. Self-assessment allowed the students to periodically evaluate their own learning and their involvement in math class. I discovered that the vast majority of students enjoy working in small-groups, and they feel they are good group members. Evidence in regard to use of precise mathematical vocabulary showed an increased awareness in the importance of its usage. Student attitudes toward mathematics remained positive and unchanged throughout the research. As a result of this research, I plan to continue use of small-group work and selfassessment. I will continue emphasis on the inclusion of precise mathematical vocabulary as well as on training on cooperative learning strategies.

Written Solutions of Mathematical Word Problems

In this action research study of my classroom of ten ninth grade algebra students, I investigated how my students expressed written solutions of mathematical word problems. I discovered that my students writing and performance improved as they experienced different strategies to attack problem solving. These experiences helped improve the confidence of my students in their problem solving skills and in their mathematical writing. I also discovered that my teaching style changed, as my students took on more responsibility for their learning. As a result of this research, I plan to implement problem solving activities in all my classrooms next year. I also plan to have my students develop their written communication skills by presenting their solutions to their problem solving activities in writing.

Does Decoding Increase Word Problem Solving Skills?

In this action research study of my classroom of 7th grade mathematics, I investigated whether the use of decoding would increase the students’ ability to problem solve. I discovered that knowing how to decode a word problem is only one facet of being a successful problem solver. I also discovered that confidence, effective instruction, and practice have an impact on improving problem solving skills. Because of this research, I plan to alter my problem solving guide that will enable it to be used by any classroom teacher. I also plan to keep adding to my math problem solving clue words and share with others. My hope is that I will be able to explain my project to math teachers in my district to make them aware of the importance of knowing the steps to solve a word problem.

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.

Improving Students’ Story Problem Solving Abilities

In this action research study of my classroom of 8th grade mathematics students, I investigated if learning different problem solving strategies helped students successfully solve problems. I also investigated if students’ knowledge of the topics involved in story problems had an impact on students’ success rates. I discovered that students were more successful after learning different problem solving strategies and when given problems with which they have experience. I also discovered that students put forth a greater effort when they approach the story problem like a game, instead of just being another math problem that they have to solve. An unexpected result was that the students’ degree of effort had a major impact on their success rate. As a result of this research, I plan to continue to focus on problem solving strategies in my classes. I also plan to improve my methods on getting students’ full effort in class.