Increasing Student Confidence and Knowledge through Student Presentations

In this action research study of a 9th grade Algebra classroom, I investigated the influence of having students present homework solutions and what effect it had on student learning and student confidence. Students were asked to present solutions to homework problems each day and were rated on how well they did. The students were also surveyed about their confidence and feelings about mathematics. Students were also observed for information about who they asked questions of when presented with a math problem they did not understand. In this classroom, two teachers were involved in instruction and this study examines what affect this had on student learning and who was asked for help. As a result of presentations, students’ confidence increased and students reacted positively to both the presentations and their own mathematical learning. The students felt the presentations were a benefit to the class and watching their peers solve mathematical equations helped them to better understand the mathematics.

Journal Writing in Mathematics: Exploring the Connections between Math Journals and the Completion of Homework Assignments

In this action research study of sixth grade mathematics, I investigate how the use of written journals facilitates the learning of mathematics for my students. I explore furthermore whether or not these writing journals support students to complete their homework. My analysis reveals that while students do not access their journals daily, when students have the opportunity to write more about one specific problem--such as finding the relationship between the area of two different sized rectangles – they, are nevertheless, more likely to explain their thoughts in-depth and go beyond the traditional basic steps to arrive at a solution. This suggests the value of integrating journal writing in a math curriculum as it can facilitate classroom discussion from the students’ written work.

Here is the Plan: So What is the Question?

In this action research study of my classroom of 5th grade mathematics students, I investigated their understanding of the mathematical operations by having them write problems to match given equations. I discovered that writing a story to match an equation does provide insight into a student’s understanding of mathematical concepts, however, reading comprehension is a factor in the understanding. Readers who struggle with comprehension do struggle with understanding and writing math story problems. The discussion that follows the writing of a math story problem and the solving of the written problems helps to strengthen the students’ mathematical abilities as well as their communication skills and confidence levels. Through my study, students learned that it was alright to make mistakes because the learning from those mistakes is what is important. As a result of this research, I plan to continue to have students write stories to match given equations as a source of information about student understanding. I will continue to give opportunities to revisit those written problems as a tool to increase students’ comprehension and communication skills, as well as their confidence.

Mathematical Communication, Conceptual Understanding, and Students' Attitudes Toward Mathematics

This action research study of my 8th grade classroom investigated the use of mathematical communication, through oral homework presentations and written journals entries, and its impact on conceptual understanding of mathematics. This change in expectation and its impact on students’ attitudes towards mathematics was also investigated. Challenging my students to communicate mathematics both orally and in writing deepened the students’ understanding of the mathematics. Levels of understanding deepened when a variety of instructional methods were presented and discussed where students could comprehend the ideas that best suited their learning styles. Increased understanding occurred through probing questions causing students to reflect on their learning and reevaluate their reasoning. This transpired when students were expected to write more than one draft to math journals. By making students aware of their understanding through communicating orally and in writing, students realized that true understanding did not come from mere homework completion, but from evaluating and assessing their own and other’s ideas and reasoning. I discovered that when students were challenged to communicate their reasoning both orally and in writing, students enjoyed math more and thought math was more fun. As a result of this research, I will continue to require students to communicate their thinking and reasoning both orally and in writing.

Using Descriptive Feedback In a Sixth Grade Mathematics Classroom

In this action research of my 6th grade math class, I investigated whether or not my students would improve their ability to reflect on their learning process when they received descriptive feedback from a peer. I discovered the process of giving and receiving feedback was challenging for the students to initially learn, but eventually using the feedback was highly beneficial. Descriptive feedback allowed the students to learn and understand their mistakes immediately, which in turn improved their learning. In my action research, I also began to discover more ways to implement descriptive feedback in my instruction so it could be more effectively for the students and efficiently so there would be less time taken out from instruction. As a result of this research, I plan to continue having students provide and receive descriptive feedback and to find more evidence of how descriptive feedback could influence student achievement.

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.

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.

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.

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.

Homework: Is There More To It Than Answers?

In this action research study of my two high school geometry classrooms, I investigated the use of homework. By changing the focus on homework away from the answers to the process involved in getting the answers, I found that students felt more confident, utilized their class time better, and placed more effort on complex problems. Their questions also became more specific and more effective for finding gaps in their understanding. As a result of this research, I plan to change my strategy in the practice of homework. I will give students the answers on multi-step problems to allow them the opportunity to utilize problem solving and critical thinking skills to gain practice in autonomous learning.

Writing for Understanding in Math Class

In this action research study of my classroom of 10th grade geometry students, I investigated how students learn to communicate mathematics in a written form. The purpose of the study is to encourage students to express their mathematical thinking clearly by developing their communication skills. I discovered that although students struggled with the writing assignments, they were more comfortable with making comments, writing questions and offering suggestions through their journal rather than vocally in class. I have utilized teaching strategies for English Language Learners, but I had never asked the students if these strategies actually improved their learning. I have high expectations, and have not changed that, but I soon learned that I did not want to start the development of students’ written communication skills by having the students write a math solution. I began having my students write after teaching them to take notes and modeling it for them. Through entries in the journals, I learned how taking notes best helped them in their pursuit of mathematical knowledge. As a result of this research, I plan to use journals more in each of my classes, not just a select class. I also better understand the importance of stressing that students take notes, showing them how to do that, and the reasons notes best help English Language Learners.

Meaningful Independent Practice in Mathematics

In this action research of my seventh grade mathematics classroom, I investigated how students’ explanations of math homework would improve their learning in math. I discovered these explanations can be very beneficial in helping students to improve their understanding of current skills although it did not affect all students. As a result of this study, I plan to incorporate these student explanations in my instruction next year but not as a daily expectation.

Confidence in Communication: Can My Whole Class Achieve This?

In this action research study of my classroom of Algebra 2 students, I investigated the confidence levels and communication skills of these students. I discovered that students who have higher confidence levels are comfortable in their classroom situations. The students with increased levels of confidence also have more open communication with those they respect. As a result of this research, I plan to continue with the implementation of communication skills. I will also look to next school year as a place to start executing a plan to be more available and involved in the active learning process of my students.