Cycle 2

The purpose this research to assess the need 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.  Student will show improvement and a better understanding of math skills.

Students will use different strategies to help them be successful in math.

Learning domains include:

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.

Learning Objective:

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.

Instructional Approach:

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.

Mode desired skills and outcomes.

Demonstrate

Provide examples- this will help with learning outcomes

Integrate topics and concepts/Link new information and sills to prior knowledge

Check for understanding/ Question

Re-teach as needed

Evaluate/ summarize

Discussion -to tap into deeper understanding.

Group/ individual instruction

Large/small group instruction

Problem Solving

cooperative Learning groups

Technology tools: computer games and some interactive sites.

Observations

This has been great and exciting.  My students are enjoying the in class video taping. Some of my students are creating lessons in power point to show what they learn each week. 

I have been reading articles that relate to my project. 

The second benchmark showed a 4% gain in math.  I was a little excited but expected more because of the impact teaching.

Many of my students worked very hard in an effort to improve their multiplication fluency. Some of my students would stay after school for additional help with multiplication. The students that really needed the extra motivation and help would not stay after school. I made phone calls to parents in and effort to get more support but was not successful.