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 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.

The Use of Vocabulary in an Eighth Grade Mathematics Classroom: Improving Usage of Mathematics Vocabulary in Oral and Written Communication

In this action research study of my mathematics classroom of eighth grade students, I investigated the use of mathematics vocabulary by focusing on improving the usage of this vocabulary in both oral and written communication. I discovered oral communication tended to show more improvements compared to written communication done by the same group of students. As a result of this research, I plan to continue to focus my teaching on the use of mathematics vocabulary in an effort to help my students gain a greater understanding of the daily use of that vocabulary.

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.

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.

Written Communication in a Sixth-Grade Mathematics Classroom

In this action research study of my sixth grade mathematics classroom, I investigated what happened to students’ mathematical achievement when they had increased practice on written explanations to problems. I wanted to see if writing out solutions to problems helped them overall in daily mathematics. By using specific mathematic vocabulary more frequently and deliberately during my instruction, I wanted to investigate whether students would correctly use specific math vocabulary in their written explanations. I also increased my expectations of the students’ written explanations throughout the research project. I wanted to determine whether students would try to meet or even exceed my expectations. I discovered that students used vocabulary more frequently in their written explanations by providing definitions of vocabulary versus using the vocabulary in context. I found little to no evidence suggesting that my students’ mathematical achievement changed through more practice on written communication; however, I did find as my expectations for the quality of students’ written explanations increased, most of my students improved their written explanations of problems and my teaching became more deliberate and specific. As a result of this research, I plan to continue having students communicate their mathematical ideas through written communication while continuing to focus on specific mathematical vocabulary and its purpose in written communication.

Cooperative Learning in Relation to Problem Solving in the Mathematics Classroom

In this action research study of my classroom of 5th grade mathematics, I investigated cooperative learning and how it is related to problem solving as well as written and oral communication. I discovered that cooperative learning has a positive impact on students’ abilities in problem solving and their overall impression of mathematics and group work. I also found that my students’ communication skills improved in oral explanations of their work. As a result of this research I plan to continue my implementation of cooperative learning in my classroom as a general method of teaching. I also plan to continue to use cooperative learning in working with my students to increase their achievement in problem solving and communication of mathematics.

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.

Writing in a Mathematics Classroom: A Form of Communication and Reflection

In this action research study, I investigated the use of journaling in my seventh grade mathematics classroom. I discovered that journaling can be a very rewarding and beneficial experience for me and for my students. Through journaling, my students became more adept at using correct mathematical terminology in writing and in speaking. The students also believed that they learned the content more deeply and retained it better. Additionally, implementing mathematical journals caused me to emphasize the use of correct terminology and thorough explanations of mathematical thinking in classroom discussions. As a result of this research, I plan to refine my journaling process and continue to use mathematical journals with my future classes.

Student Transition to College

In this action research study of recent graduates from my district, I investigated their level of readiness for college-level mathematics courses. I discovered that the students have a wide variety of experiences in college. There are many factors that determine success in college mathematics courses. These factors include size of college, private or public, university or community college. Other factors include students’ choice of major, maturity level, and work ethic. As a result of this research, I plan to raise the individual expectations in my classroom. It is our duty as high school educators to prepare the students for a wide variety of experiences in college. We cannot control where the students attend college or what they study. High schools need to prepare the students for all possibilities and ensure that they have a solid knowledge of the baseline mathematics skills.

The Role of Manipulatives in the Eighth Grade Mathematics Classroom

In this action research study of my classroom of eighth grade mathematics, I investigated the use of manipulatives and its impact on student attitude and understanding. I discovered that overall, students enjoy using manipulatives, not necessarily for the benefit of learning, but because it actively engages them in each lesson. I also found that students did perform better on exams when students were asked to solve problems using manipulatives in place of formal written representations of situations. In the course of this investigation, I also uncovered that student attitude toward mathematics improved when greater manipulative use was infused into the lessons. Students felt more confident that they understood the material, which translated into a better attitude regarding math class. As a result of this research, I plan to find ways to implement manipulatives in my teaching on a more regular basis. I intend to create lessons with manipulatives that will engage both hands and minds for the learners.

Writing In Math Class? Written Communication in the Mathematics Classroom

In this action research study of my seventh grade mathematics classroom, I investigated what written communication within the mathematics classroom would look like. I increased vocabulary instruction of specific mathematical terms for my students to use in their writing. I also looked at what I would have to do differently in my teaching in order for my students to be successful in their writing. Although my students said that using writing to explain mathematics helped them to better understand the math, my research revealed that student writing did not necessarily translate to improved scores. After direct instruction and practice on math vocabulary, my students did use the vocabulary words more often in their writing; however, my students used the words more like they would in spelling sentences rather than to show what it meant and how it can be applied within their written explanation in math. In my teaching, I discovered I tried many different strategies to help my students be successful. I was very deliberate in my language and usage of vocabulary words and also in my explanations of various math concepts. As a result of this research, I plan to continue having my students use writing to communicate within the mathematics classroom. I will keep using some of the strategies I found successful. I also will be very deliberate in using vocabulary words and stress the use of vocabulary words with my students in the future.

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.

Family, Youth and Community Partners Luncheon With Senators

Good afternoon. I am so pleased to be here with you today. I welcome this opportunity to talk with you about how University of Nebraska Cooperative Extension, part of the Institute of Agriculture and Natural Resources at the University of Nebraska – Lincoln, works with Nebraska’s at-risk families. I’m extremely proud of our work to help families meet their needs and develop and strengthen skills they can use to better share in Nebraska’s good life.