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Departament of Teaching, Learning, and Teacher Education: Master's of Arts in Teaching, Summative Projects
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The Role Of Habits-Of-Mind Problems, Student Self-Assessments And Self Reflections In A 6th Grade Math Class, Garold J. Furse
The Role Of Habits-Of-Mind Problems, Student Self-Assessments And Self Reflections In A 6th Grade Math Class, Garold J. Furse
Departament of Teaching, Learning, and Teacher Education: Master's of Arts in Teaching, Summative Projects
The focus of my action research is to study the impact of student self-assessment and reflection on my 6th grade math students’ abilities to solve deep-thinking math problems, herein referred to as habits-of-mind, or HOM, problems. I investigated the way informal self-assessments and self-reflections impact student learning and motivation. I discovered that students are seldom stimulated to think about their own learning. When they are encouraged to do so, student self-assessments give students ownership of their own learning and provide them with a means for evaluating their growth. Students’ assessments of their work also gives teachers a meaningful indication of …
Discourse And Cooperative Learning In The Math Classroom, Karen Hillen
Discourse And Cooperative Learning In The Math Classroom, Karen Hillen
Departament of Teaching, Learning, and Teacher Education: Master's of Arts in Teaching, Summative Projects
In this action research study of my 6th grade math classroom I investigated the effects of increased student discourse and cooperative learning on the students’ ability to explain and understand math concepts and problem solving, as well as its effects on their use of vocabulary and written explanations. I also investigated how it affected students’ attitudes. I discovered that increased student discourse and cooperative learning resulted in positive changes in students’ attitudes about their ability to explain and understand math, as well as their actual ability to explain and understand math concepts. Evidence in regard to use of vocabulary and …
Student Problem Solving, Michael A. Cobelens
Student Problem Solving, Michael A. Cobelens
Departament of Teaching, Learning, and Teacher Education: Master's of Arts in Teaching, Summative Projects
The purpose of this study is to determine if students solve math problems using addition, subtraction, multiplication, and division consistently and whether students transfer these skills to other mathematical situations and solutions. In this action research study, a classroom of 6th grade mathematics students was used to investigate how students solve word problems and how they determine which mathematical approach to use to solve a problem. It was discovered that many of the students read and re-read a question before they try to find an answer. Most students will check their answer to determine if it is correct and makes …
Improving Mathematics Problem Solving Through Written Explanations, Janet Schlattmann
Improving Mathematics Problem Solving Through Written Explanations, Janet Schlattmann
Departament of Teaching, Learning, and Teacher Education: Master's of Arts in Teaching, Summative Projects
In this action research study of two classrooms of 7th grade mathematics, I investigated how requiring written explanations of problem solving would affect students ability to problem solve, their ability to write good explanations, and how it would affect their attitudes toward mathematics and problem solving. I studied a regular 7th grade mathematics class and a lower ability 7th grade class to see if there would be any difference in what was gained by each group or any group. I discovered that there were no large gains made in the short time period of my action research. Some gains were …
An In-Depth Study Of Student Engagement, Laura Parn
An In-Depth Study Of Student Engagement, Laura Parn
Departament of Teaching, Learning, and Teacher Education: Master's of Arts in Teaching, Summative Projects
In this action research study of my classroom of 5th grade mathematics, I investigated student engagement levels in the classroom, with a specific interest in how to raise the levels of engagement which students were demonstrating before the study began. I defined student engagement based on students’ posture, thinking, responsibility level, participation, and test readiness. Each day, students were given an engagement rubric where they would rate themselves on the previous five criteria. Students enjoyed the opportunity to grade themselves, and their engagement levels significantly improved over the course of the study. I discovered that giving students specific guidelines and …
Factors That Influence Mathematics Attitudes, Natalie Jenkins
Factors That Influence Mathematics Attitudes, Natalie Jenkins
Departament of Teaching, Learning, and Teacher Education: Master's of Arts in Teaching, Summative Projects
In this action research study conducted within my sixth grade High Ability Learner (HAL) classroom, I investigated the current mathematics attitudes of my students and how these attitudes correlated to personal mathematics achievement and identified intelligence domains. I discovered that most of my nineteen students held a negative attitude toward the subject of mathematics. Consistent low ratings were also found in the logical/mathematical domain of most of my students’ ALPS Multiple Intelligence Profiles. Regardless of this dominant affective data (indicating little mathematics interest or potential from student perspectives) surprisingly, most of my sixth grade HAL students scored above the 90th …
Math Anxiety: What Can Teachers Do To Help Their Students Over Come The Feeling?, Danielle Swanson
Math Anxiety: What Can Teachers Do To Help Their Students Over Come The Feeling?, Danielle Swanson
Departament of Teaching, Learning, and Teacher Education: Master's of Arts in Teaching, Summative Projects
In this action research study of my classroom of 7th and 8th grade mathematics, I investigated how math anxiety relates to the student work and behavior in the classroom, and how this can affect the student’s overall relationship to mathematics. I discovered that the harder the work, the more math anxiety was displayed. The harder I pushed students to think more deeply, the fewer responses to my questions I received. I noticed difference in the students’ body language and overall behavior. As a result of this research, I plan to help my students try to overcome the feeling of math …