Cycle 1
The purpose of this research is to assess the needs to improve math scores using different reading strategies. Our 5th grade students fail to reach the mark yearly on the math part of the CRCT test in Georgia. In my research, I will identify with what other researchers are saying about the problem. I would like to show that strategies used in reading can be used in math as a strategy to increasing math scores.
My targeted audience in the study will include but not limited to is educators, other researchers, administrators, parents, students, colleges and universities.
I will investigate to find out what other researchers have to say about the American education system not meeting math standards.
My instructional goal is to show how math scores will increase when using reading strategies in math. Students will show improvement and a better understanding. Students will use different strategies to help them become successful in math.
Cognitive Domain (intellectual capability, i.e., knowledge, or 'think')
I used the Cognitive Domain of Bloom Taxonomy as students began in the Knowledge of just basic recall of multiplication facts. Students were then instructed to move up the hierarchy by moving into Comprehension as they showed understanding of different math numbers as explain or interpret meaning from a given scenario or statement. Next, I moved students to Application. This is where students used or applied knowledge; they put theory into practice, using knowledge in response to real circumstances. As I showed the students how to break the numbers down, Analysis was used when students were encouraged to break the multiplication facts down to show complete understanding of different multiplication facts. Students and the teacher moved into Synthesis when students came up with a creative way to demonstrate multiplication. Students worked together to plan and create a class rap for multiplication.
Affective Domain (feelings, emotions and behavior, i.e., attitude, or 'feel')
I also used the second domain of Bloom’s Taxonomy known as the Affective Domain. In this Affective Domain, students were instructed to become active participants, work cooperatively in groups and value each others opinions and ideas. Students were encouraged to discuss what they would do if a conflict arose and how could they solve the problems in their group. Students were held accountable for their groups work, participation, behavior, and ways of dealing with conflict.
Psychomotor Domain (manual and physical skills, i.e., skills, or 'do')
In this last Affective Domain of Bloom’s Taxonomy, I saw students using their physical bodies to create much movement to the multiplication raps that they made up. There were all kinds of bodily movements and gestures. Students used the skill of Imitation as they copied each others movements. They also used the skill of Manipulation as they followed the instructions to carry out the multiplication tasks. Students used the skill of Articulation as they combined and integrated skills together. It was interesting also to see how students articulated the concept of multiplication to each other. Students also articulated to me that they enjoyed the making of raps to understand multiplication.
The following learning objectives were:
M5P1. Students will solve problems (using appropriate technology).
M5P2. Students will reason and evaluate mathematical arguments.
M5P3. Students will communicate mathematically.
M5P4. Students will make connections among mathematical ideas and to other
disciplines.
M5P5. Students will represent mathematics in multiple ways.
The instructional approaches included the following:
Review/check using the KWL chart to check for prior knowledge.
Guided practice / to check students understanding of the lesson concept.
Independent practice - To assess students understanding of the lesson skills.
Oral drill and practice / multiplication facts, vocabulary, key vocabulary words.
Model desired skills and outcomes.
Demonstrate
Provide examples- This will help with learning outcomes.
Integrate topics and concepts/Link new information and skills to prior knowledge.
Check for understanding/ Question
Re-teach as needed
Evaluate/ Summarize
Discussion -to tap into prior knowledge.
Group/ individual instruction
Large/small group instruction
Problem Solving
Cooperative learning
Technology tools
Observations
In cycle 1 of my Action Research, I used different methods to motivate my students to enjoy math. The students I have this year scored below the 29% percentile on the CRCT last year. In this cycle I will try to understand my students likes and dislikes of the instructional process, their strengths and weaknesses.
On Oct. 1, 2009, I discovered that 71% of my students did not know basic multiplication facts. I found this to be a serious problem. Math can be very difficult for a fifth grader if they do not know basic multiplication facts. I encouraged my students to create and make up rap songs for multiplication, because they are musical/ kinesthetic students. I used heterogeneous grouping for this assignment. After each group completed their rap, they had to perform the rap in front of the class. the class.
The students enjoy math competitions; therefore I encouraged students to compete using magic magician on the computer. The competition became very strong. The boys competed against girls and visa versa with much excitement and enthusiasm for math.
On October 9, 2009, the students were administered a speed drill over facts 2-6. My average students scores were up by 15% and my lower performing students increased by 5%. I knew I needed to keep working at it. So daily for 10 minutes I would have my higher achievers serve as tutors and drill in pairs. I also used some of my average students as tutors to help motivate them a little more as well.
This turned out to be very successful for my average group of students; they increased by 30% this go round. I decided to stay with the peer tutoring because of the success. My lower performing students only increased by 2%. I was not happy with this. On Oct. 16, 2009, I had students to create their own flash cards and only the facts that they were struggling with. I encouraged them to study over the weekend and I would drill them on Monday, Oct. 19, 2009.
Monday was like starting all over again but I knew something had to be done to help the student’s success with multiplication. I contacted parents and asked them to come in for a conference. I only had one parent to show up for the conference. I continued to work at it using peer tutoring and daily one on one drills.
I tried giving them a fact to memorize per week; I did begin to see some things happen. On Oct. 26, 2009, I begin using concrete models and multiplication drills on the computer. I would work in small groups with concrete models with students. I really saw the need for them to visualize multiplication. I did a word problem a day with my students where they had to illustrate the problem and identify the Who, What, important information and clue words in the problem before actually solving. I noticed some of my struggling students that struggle with multiplication were drawing pictures to help them multiply to find the product.
On November 10, 2009, the countywide benchmark administration began. I used the results from that and compared it with the results from the Success Lab. Checking the Success lab reports weekly was a great help with keeping track with areas of difficulty for my students.
