The Effects Improving Student Discourse Has on Learning Mathematics

In this action research study of my 8th grade mathematics classroom, I investigated how improving student discourse affects learning mathematics. I conducted this study because I wanted to give students more opportunities to develop and share their ideas with their peers as well as with me. My idea was to create a learning environment that encouraged students to voice their opinions. In order to do so, I needed to reassure and model with my students that they were in a classroom where it was safe to take risks, and they should feel comfortable sharing their ideas. By facilitating activities for students to complete in groups, asking students to prepare work to share with the class, and offering more opportunities for students to work with each other on discovering and exploring math skills being presented, I set the tone for abundant student discourse to take place in the mathematics classroom. I discovered that students became more comfortable with math skills the more opportunities they had to discuss the ideas in various settings. I also found that as the study went on, students discovered the importance of being able to share their mathematical ideas and valued the ability to verbalize their thoughts with others. As a result of this study, I plan to continue offering many opportunities for students to work in groups as well as to share their ideas with the class.

Reading as a Learning Strategy for Mathematics

In this action research study of 55 sophomore and junior students in my Algebra II/Trigonometry classrooms, I investigated a reading strategy of learning mathematics. Students were given background information about reading and explored the benefits of reading for themselves. Next, students were taught to read their textbook, analyzing one section of the textbook at a time. Throughout the research project, students were given reading guides to fill out during class with whole class discussion following the reading time. I discovered that students are able to read a mathematics textbook with understanding and students who are gone for activities can learn independently. Teacher observations, student surveys, and student interviews provide quantitative evidence of increased student understanding and achievement. As a result of this research, I plan to continue utilizing the reading guides and incorporating reading as a method of learning mathematics within my classrooms.