MITEP: REFLECTIVE JOURNEY

This research looks at the use of the Interactive Student Notebook (ISN) in the math classroom and the impact on student achievement as part of the MiTEP program. A reflective critical analysis of the MiTEP program discusses impact on teacher pedagogy, leadership, and connections to people and resources. The purpose of the study stemmed from the lack of student retention, poor organizational skills, and the students’ inability to demonstrate college readiness skills such as how to study, completing homework, and thinking independently. Motivation also stemmed from teacher frustration. The research was conducted at Linden Grove Middle School in Kalamazoo Michigan in a strategic math class. Twenty-two sixth graders, thirty-two seventh graders, and forty eighth graders were part of the study.Students were given the Strategic Math Inventory (SMI) test in week 1 of the class and again at the end of a 12 week marking period. Students participated in an attitude survey to record their feelings about the use of the ISN in the strategic math classroom. The data compared the control group (the previous year’s [2012-2013] growth data) to the experimental group, the current year’s (2013-2014) growth data. Both groups were statistically similar in that the mean average was about a 4th grade level equivalency and the groups had similar numbers of grade level students. The significant findings were in the amount of growth made using the ISN. The control group started with a mean average of 586.6 and ended with a mean average of 697.1, making about one year’s growth from a 4th to a 5th grade level equivalency. The experimental group started with a mean average of 585.2 and ended with a mean average of 744.2, making about two years growth from a 4th to a 6th grade level equivalency. This is double the growth of the control group. The Cohen’s test resulted in a score of 0.311 which describes that the teaching method, the use of the ISN in the math classroom had a medium impact on student growth.