Mary's+Research

= Year One = = Student Need = Assessment of prior knowledge and formative assessments before and during instruction in an effort to better prepare students for AIMS Mathematics 8. In addition, I'd like to improve student engagement and provide instant feedback. As I looked at AIMS Math scores from the 2007-2008 school year. I felt that there was room for improvement for math 8 scores especially in the areas of geometry, data analysis, probability and discrete math. I teach two periods of Algebra Honors ( 7th & 8th graders), one period of regular Algebra and two periods of Math 8. The Algebra H students are an exceptional group of 42 students with very high work ethic and exceptional skill levels. There are no behavior issues in periods 1 & 2. The Algebra students (6th hour) have above average math skills but most have an average work ethic. Overall, the class is very social and chatty and it is often difficult for them to choose to learn because this is the last hour of the school day. The two Math 8 classes (3rd & 4th hour) have students working above as well as below grade level. Work ethic varies from superior to below average. The students with low skills and low work ethic are obviously at risk. There are several students with behavior issues in each 3rd and 4th hour class. Only one of my students 3rd hour is on an IEP and only one student 4th hour has a 504 plan. Highland Lakes School is a K-6 school with a Middle School in North West Glendale, Arizona in the Arrowhead Ranch neighborhood. The socioeconomic group is middle to upper middle class.

Research Question
Will formative assessment and use of technology aid in mastery of Math 8 AIMS objectives?

Literature Review
Engaging Technologies: http://www.engaging-technologies.com/ eInstruction website Arizona Department of Education Website-AIMS Test Prep Buckle Down Arizona AIMS Math 8 CCS Technologies Training CPS RF

Intervention Plan
Originally, I wanted to use innovative technology to assess and prepare my students for AIMS Math 8. I planned to purchase the eInstruction CPS RF clickers to use with the Glencoe Interactive Classoom, Exam View Software and Aspire Assessment Suite. Unfortunately, due to capital budget restraints on our math club account this purchase was not an option. Therefore, I decided to use Aspire tests for assessment of skills for AIMS preparation. Since I do not have computers in my classroom, I arranged to meet my students to the computer lab on February 26th for a 34 question Aspire assessment. The questions were acquired from the Arizona Department of Education website - "AIMS Math 8 Teacher's Guide". The students received immediate feedback from their tests. The test results were reviewed with classes on February 27th or March 2nd. The exact test was repeated on March 4th using a paper pencil test and a scantron. Test scores had a marked improvement. The next Aspire assessment was schedule for March 12. This test was an 18 question Aspire test, called AIMS Prep #2. Questions were taken from the "Student Math 8 AIMS Study Guide". Once again, I met first hour students in the computer lab, however, Aspire went down before most students had submitted their test for grading. Aspire was down for two days and the computer lab at HLS was booked for the remainder of March. On March 20th, I attended a training class at CCS Presentation Systems for the CPS RF clickers, which I paid for with personal funds. Following the training class the CPS system was to be distributed. However, the hardware had not come in from the manufacturer. I was in hopes of using the clickers with Aspire the Monday following spring break. Therefore, March 23rd (Monday following spring break), the 18 question Aspire test was assigned to all classes as "homework". I assigned the test to be worth 10 homework points but many students forgot to take the test. In addition, not all of my students have access to computers at home, therefore, I recommended that pupils with no computer access go to the public library or a friends house if needed. Many students still didn't complete the Appire test at home, therefore, I ended up giving them a hard copy of the exam and having them complete a scantron for easy grading. In addition, I held two one hour study sessions in the weeks prior to AIMS testing. Fifteen students attended the first session and 32 students attended the second week. I ordered pizza and soda at these sessions. Only Geometry was reviewed during these two study sessions and questions were taken from Buckle Down Math 8 and projected using a document camera and smart board. T The day before AIMS Math 8 test I went over the 10 questions from the "AIMS Grade 8 Released Items" using a document camera and smart board. My original plan was to be more innovative using technology and even though the technology wasn't as redily or reliable as I wanted I still felt good about the AIMS Math prep that was completed.

Evaluation Measurements
Do student test scores improve? Pre-Test: Do students feel prepared for AIMS math? Post test: Do students feel like they were sufficiently prepared for the AIMS math test? I plan to survey students prior to AIMS to see if they feel that they were prepared and then survey students after AIMS to see how they felt following testing. AIMS test results will not be available until early summer. At that time I will compare my test scores with last years test scores as well as test scores from the other 8th grade math teacher.

** Pre-Test Written Survey Day 1 Math 8 (3-31-09): **
Period 1 Results: Thirteen students scored a 4 (yes, they felt suficiently prepared for the AIMS math test), and seven students scored a 3 ( They felt sort of prepared for the test) Five students scored a 4 (Yes, they felt prepared), fifteen students scored a 3 (they felt sort of prepared), and four students scored a 2 (they felt like they could have been better prepared).
 * (Algebra H):** 20 students in class were surveyed just prior to taking AIMS Math 8 test. Students were asked if they felt that they were sufficiently prepared for AIMS Math. I passed out a piece of paper and told them not to write their names on their papers. I ask them to score their preparation between a 4 and a 1 where 4 was prepared and 1 was not prepared.
 * Period 6** **(Algebra):** 24 students in my class were also surveyed (just like period 1) minutes prior to taking day one of AIMS Math 8.

** Checkpoint, Post-AIMS Test (Day 1) survey (3-31-09): **
**Period 3** **(Math 8):** I asked students to stand up if they felt that the AIMS math test today was easy today and if they were prepared for the test. Twenty six out of 32 students stood up. "I thought the test was pretty easy. The Aspire tests you did were helpful the questions were just like some of the questions on the AIMS test" said Ellie, a math 8 student in my 3rd hour. **Period 4** **(Math 8):** Again, I asked students to stand up if they felt prepared for today's AIMS Math test, 25 out of 27 students stood up. Most students felt that the test was easy.

**Post-AIMS Test (Day 4) Survey (4-2-09)**

 * Period 1 (Algebra H):** Using the sames ratings as the pre-test survey and a piece of paper for anonymous results, all 20 sudents reported their AIMS preparedness as a 4.
 * Period 3 (Math 8):** Using the same ratings as the pre-test survey, I asked students, now that the AIMS math test is complete, to rate how prepared they felt: Twenty-eight students reported a 4 (Yes, that had been sufficiently prepared) and two students reported a 3 ( they were sort of prepared).
 * Period 4 (Math 8):** Using a piece of paper and the same rating scale 24 students rated their AIMS MAth 8 preparedness a 4, six students rated a 3 and one student rated a 2
 * Period 6 (Algebra**)**:** Usng a half sheet of paper, I asked students to rate their AIMS preparedness. 24 students were surveyed. Sixteen students rated their preparedness a 4 and eight students rated their preparedness a 3.

**Conclusion:** Although AIMS test scores are not available to compare until this summer the results of the pre and post test surveys are interesting.

Most students in periods 1 & 6 had confidence going into the AIMS math test and felt suficiently prepared. Following the AIMS test their confidence level soared as 100% of period 1 and 67% of period 6 students felt confident.
 * Period 1 Ratings || 4 || 3 || 2 ||
 * Pre-test Survey || 65% || 35% ||  ||
 * Post -test Survey || 100% ||  ||   ||
 * Period 6 Ratings || 4 || 3 || 2 ||
 * Pre-test survey || 21% || 63% || 16% ||
 * Post- test Survey || 67% || 33% ||  ||

=__ Year Two: 2009-2010 __=

Student Need: Math is one of the most dreaded of all school subjects. I wanted to evaluate the integration of technology in the math 8 classroom to see if it would improve attitudes

Research Question
 * Will technology integration in the 8th grade math classroom improve attitudes, engagement and achievement.**

Literature Review
 * My research findings are mostly unanimous that innovation in the math classroom can have a positive impact on student learning. Technology in the classroom enhances student engagement, changes attitudes, improves performance and reduces anxiety. Many researchers believe that math teachers should redesign their curriculum and instruction to help students learn through the use of technology.

Intervention Plan


 * Smart board, Interactive Classroom Software, CPS RF clickers.
 * Brain pop math videos
 * Teacher website
 * Six classroom net books (mini computers)
 * Students create U Tube type teaching videos
 * Use of SKYPE for students to teleconference into class if they are out ill and to communicate with other classes at other schools.
 * Nintendo Wii-Big Brain Academy as reward.

Evaluation Measurements


 * Pre and Post surveys (Likert), open ended questioneers, classroom videos to evaluate engagement when technology was in use versus no technology in use, Aims test.

Results
 * Post survey results were positive.


 * More students thought they were good at math and they felt that the technology helped them learn.
 * Most students felt that math was fun with the use of technology and has better overall attitudes in class.
 * AIMS test results were not as favorable as I had hoped as only 67% of HLS 8th graders passed the Math AIMS. Cuts reports are not yet available for me to look at my class as a whole.

Year Three: 2010-2011 [|Wordle writing in Math]
**__Writing in the Math 8 Classroom: Focus on Fractions __** **Mary Dennis, Highland Lakes School ** **12-6-10 **

**__Student Need __****: ** Most students do not expect to write in the mathematics classroom; however, research indicates that communication in the math class is important as it reinforces learning and helps students think more deeply and clearly about math. In addition, student writing will allow the teacher to examine the thought process of individual students when solving a problem and dispel any misconceptions.

**__Research Question__:** Does the implementation of writing in a math 8 classroom enhance student understanding and improve achievement?

**__Literature Review__**: I. Mason, Ralph & McFetters, P., //Interactive Writing in Mathematics Class: Getting Started//, Mathematics Teacher, The NCTM. 2002, p 532-536. Summary: In interactive writing, the teacher will provide a prompt and the student will choose what to share with the teacher in their response. After reading the response, the teacher writes a brief reply. This allows teachers to identify incomplete conceptions and have an interactive relationship with students. Teacher responses are important. Student writing in the math classroom is done for a variety of reasons: to respond to a teachers request for evidence of math concept understanding, to report what a student knows, to reflect on their own learning, and to relate to the teacher as a partner in their learning. *II. Burns, Marilyn, //Writing in Math Class?// 1995. (ISBN 0-941355-13-6) Summary: Writing in math class supports student's learning because in order for a child to get their ideas on paper they must organize, clarify and think. Writing is also a benefit to teachers because student papers are an assessment resource. Teachers will see any misconceptions students have and how they feel about what they are learning. Writing should no longer be limited to language arts and writing across the curriculum should be an integral part of teaching all subjects. *III. O'Connell, Susan, //Introduction to Communication: The Math Process Standards, Grades 3-5//. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Summary: Communicating about math pushes students to organize their thoughts, helps them recognize confusion and helps them dig deeper into their understanding. For teachers, we learn about a student’s knowledge and skill and are able to understand attitudes about math and gain feedback to improve our lessons and instruction. Writing is a physically engaging task and students are active when they are writing. Teachers are able to monitor what they are doing. Writing is also a tool that helps us retain ideas as many people process ideas through writing. In addition, writing requires us to know what we are thinking. (ISBN: 0-325-01106-0)

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">**__Intervention Plan__**: <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">On 9-27-10, 32 Math 8 Students at Highland Lakes School were given a spiral notebook on to be used as a math journal for the duration of my action research. It was explained to students that writing in math will reinforce the learning and that the students writing will allow me to see their thought process and that I will be able to clear up any misconceptions they may have or correct any mathematical mistakes that they are making. The first 15-20 minutes of class are spent on the writing assignment. The focus for this action research project was on fractions. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">I gave students daily prompts and students were asked to solve problems and explain in complete sentences the steps used. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">On 9-28, I ask them to make a flow map of how to add fractions with an unlike fraction and gave them a specific problem with mixed numbers to use as an example.

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Writing will continue 3-4 days a week. Each writing assignment will have more specific requirements like the use of particular vocabulary, etc. I plan to use a blog, in addition to the math journals (spiral notebooks) so that students can experience a variety of writing mediums.

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">**__Evaluation Measurements__**: <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">A pre-test was given in early October to evaluate student’s fraction computation skills and then the test was given again in late November to evaluate growth. Student questionnaires will be given three times throughout the study in early October, late October and again at the end of November. Students will give opinions on whether they feel that the writing helped them understand math concepts and ultimately improve achievement. In addition, student observations will be recorded.

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">**__Time Line:__** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">__9-27-10:__ <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Distribute math journals to students. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Provide students with a “warm up” prompt and then model written response which explains how I solved the problems in a step by step format. __<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">9-28-10: __ <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Students begin journal writing on a daily basis. Writing rubric was given to students. __<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">10-1-10 __<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">: <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Students provide written response to questionnaire #1 and fraction pre-test was given. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">__10-26-10:__ Students will provide written responses to questionnaire #2 <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">__11-4-10__: Students will use edublog.com <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">__11-24__: Students will provide written responses to questionnaire #3, fractions post-test was given.

**__<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Results __****<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">: ** **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Pre/Post Test Results ** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">__10-1-10__, a five problem fraction pre-test was given and the average score was 58%. __<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">11-24-10 __<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">, the same 5 problem test was given to period 4 and this time the average score was 85%.

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">**Questionnaire Results** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">**__10-1-10__**, Thirty students were asked to write about whether or not warm ups were beneficial to them and why.

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">23 students responded yes, the warm ups do help them. Some of the responses are listed below: · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">“I feel that the warm ups did help me because it was a great way to review and understand the lesson. I also thought it was a good way to understand the steps of how to solve a problem and if you don’t understand its good practice. I think we should continue doing these warm ups.” · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">“Yes, I believe these warm ups helped me. I say this because when I write out what I’m doing, I actually get the full detail on the whole problem. I also like how I don’t get to just write the answer, but also how to do it. It also helps you see if we actually know how to work the problem and we’re not copying other people’s answer.” · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">“I think these warm ups helped me. I say this because it seems I comprehend it better…” · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">“The warm ups helped me a lot because I understand the material. Now I feel like I am more confident with my answers. I understand how to do mixed numbers a lot better.” · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">“I think it did because when I write things down I remember them more easily….” <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">4 students responded no; two of the responses are quoted below: · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">“I don’t like them because there too hard. I can’t really understand them that well. It really confuses me because I never learned it before.” · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">“I don’t think that it helped. Because I didn’t really learn anything new.” <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">3 students were indifferent **__<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">10-26-10 __**<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">, Twenty eight students were asked once again to write about whether or not warm ups were beneficial to them and why. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">23 students responded positively to the warm ups. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">3 students don’t feel that they benefit from the warm ups because they already know the material. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">1 student responded that the problems were still difficult and one student responded that she didn’t like to explain the math.

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">**__11-24-10__**, Twenty five students were asked once again to write about whether or not warm ups were beneficial to them and why.

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">20 students said that the warm ups have helped them, <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">4 students said no because they already know the material. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">1 student said no because math is kind of hard to understand.

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">**Observations/Comments** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">As time went on I moved from a simple multiplication or addition fraction problem to problems involving area and perimeter of polygons and composite figures where side lengths were given as fractions. Also, one step algebraic equations and Pythagorean Theorem problems involving fractions were introduced.

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">I was amazed how the students came to expect the warm up and got into a routine. Rarely did anyone complain about it, they seemed to enjoy it and I think part of the reason was because they worked in groups and were allowed to talk about the problems. I felt it is a huge benefit to students and they believe it is helping them so I plan to continue the journal writing warm up throughout the school year.

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Many students were proud of their work and came forth with their math journals to present their solutions to the class using the document camera. All student groups presented their Pythagoras cartoons (toonlets) to the class. The toonlet.com was a group activity where students had to answer five questions about Pythagoras and put their answers into a cartoon format. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">The last week of my research I used edublog.com for students to blog about their solutions. I was pleasantly surprised that many students were willing to post their comments at home when there is not enough time to complete an electronic post in class.

writing in math wordle

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