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?

Calculators in a Middle School Mathematics Classroom: Helpful or Harmful?

In this action research study of my classroom of eighth grade mathematics, I investigated the use of calculators. Specifically, I wanted to know the answer to three questions. I wanted to know more about what would happen to my students’ ability to recall basic math facts, their ability to communicate mathematically during problem solving, and their attitude when my students were or were not permitted to use their calculator. I discovered that in my research, I did not find enough evidence to either support or reject my initial hypotheses, that calculators largely influenced my students’ behavior, and also that my students’ ability to recall basic math facts would change when using a calculator. As a result of this research, I plan to continue my research within my classroom. I plan to further investigate the use of calculators within my classroom.

Motivating Middle School Mathematics Students

In this action research study I examined the relationship between the teacher, the students and the types of motivation used in mathematics. I specifically studied the mathematic teachers at my school and my seventh grade mathematics students. Motivating middle school students is difficult and the types of motivation can be as numerous as the number of students studied. I discovered that the teachers used multiple motivating tactics from praise, to extra time spent with a student, to extra fun activities for the class. I also discovered that in many instances, the students’ perception of mathematics was predetermined or predetermined by parental perceptions of mathematics. The social environment of the student and a sense of belonging also plays a role in how motivated a student stays. As a result of this research, I plan to notify the mathematics teachers at my school of the most effective types of motivation so we can become a more effective mathematics department.

Cooperative Learning Groups in the Middle School Mathematics Classroom

In this action research study of my classroom of 8th grade mathematics, I investigated the inclusion of cooperative learning groups. Data was collected to see how cooperative learning groups affected oral and written communication, math scores, and attitudes toward mathematics. On the one hand, I discovered that many students enjoyed the opportunity to work within a group. On the other hand, there continues to be a handful of students who would rather work alone. The benefits outweigh the demands. Overall, students benefitted from the inclusion of cooperative learning groups. Oral explanations of solutions and methods improved during the study. Written expression also improved over this time period. As a result of this research, I plan to continue with the incorporation of cooperative learning groups in the middle school math classroom.

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.

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.

High Resolution Paleoceanography of the Guaymas Basin, Gulf of California, During the Past 15 000 Years

Deep Sea Drilling Project Site 480 (27°54.10’N, 111°39.34’W; 655 m water depth) contains a high resolution record of paleoceanographic change of the past 15 000 years for the Guaymas Basin, a region of very high diatom productivity within the central Gulf of California. Analyses of diatoms and silicoflagellates were completed on samples spaced every 40-50 yr, whereas ICP-AES geochemical analyses were completed on alternate samples (sample spacing 80-100 yr). The Bolling-Allerod interval (14.6-12.9 ka) (note, ka refers to 1000 calendar years BP throughout this report) is characterized by an increase in biogenic silica and a decline in calcium carbonate relative to surrounding intervals, suggesting conditions somewhat similar to those of today. The Younger Dryas event (12.9-11.6 ka) is marked by a major drop in biogenic silica and an increase in calcium carbonate. Increasing relative percentage contributions of Azpeitia nodulifera and Dictyocha perlaevis (a tropical diatom and silicoflagellate, respectively) and reduced numbers of the silicoflagellate Octactis pulchra are supportive of reduced upwelling of nutrient-rich waters. Between 10.6 and 10.0 ka, calcium carbonate and A. nodulifera abruptly decline at DSDP 480, while Roperia tesselata, a diatom indicative of winter upwelling in the modern-day Gulf, increases sharply in numbers. A nearly coincident increase in the silicoflagellate Dictyocha stapedia suggests that waters above DSDP 480 were more similar to the cooler and slightly more saline waters of the northern Gulf during much of the early and middle parts of the Holocene (~10 to 3.2 ka). At about 6.2 ka a stepwise increase in biogenic silica and the reappearance of the tropical diatom A. nodulifera marks a major change in oceanographic conditions in the Gulf. A winter shift to more northwesterly winds may have occurred at this time along with the onset of periodic northward excursions (El Nino-driven?) of the North Equatorial Countercurrent during the summer. Beginning between 2.8 and 2.4 ka, the amplitude of biogenic silica and wt% Fe, Al, and Ti (proxies of terrigenous input) increase, possibly reflecting intensification of ENSO cycles and the establishment of modern oceanographic conditions in the Gulf. Increased numbers of O. pulchra after 2.8 ka suggest enhanced spring upwelling.