Quantitative Data Collection
Pre/Post Tests
Due to being remote at the start of my action research, I created a google form to assess students' ability in solving a variety of word problems. The pre and the post test included the same exact questions and were given in the same format, via google form. There were a total of eleven multiple choice questions and one free response question. These tests allowed me to assess the goal of student improvement or enhancement with problem solving skills and strategies.
The pre and post test for problem solving was best suited for my students because the curriculum and questions were consistent with ones that they had been exposed to throughout the year. By providing multiple choice questions, it promoted additional problem solving and test taking strategies that they needed to utilize upon completion of the tests.
Qualitative Data Collection
Feelings SurveysThis survey was given before and after implementation of my action research. It was given via google form, just as the problem solving pre and post test were. The survey(s) consisted of five statements in relation to problem solving. More specifically, the statements addressed confidence, applying accurate strategies, finding hidden questions, visualizing problems in their head, and explaining how to solve problems with the use of math terms. Students were asked to rate how well they agreed with each statement on a 1-5 scale. A 1 meant that they did not agree at all and a 5 meant that they agreed 100%. These surveys assisted in my analysis and ability to formatively assess the goal of fostering positive feelings about math and problem solving.
The feelings survey was best suited for my students because they are a quiet group of students. By completing the survey in a an online, independent setting, they were able to be more open and honest about their feelings without fear of judgement.
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Notes and ObservationsThroughout my instruction and implementation of math talks and journals, I wrote down general notes and observations. I organized each set of notes by the day's date and kept it in a specific notebook for my data collection. Notes entailed items such as adjustments made, common themes found, strategies attempted, student participation, and also one-on-one conferences with students about grades they earned and why. In addition, notes were taken by my CADRE associate to provide insight on student participation, engagement strategies utilized, and ideas to try in future lessons. These notes allowed me to assess the goal of student improvement or enhancement in confidence and engagement during math discourse.
By taking notes based on my observations, it provided me the opportunity to assess students without their knowledge. With that being said, I was able to document details about my students and the math talk sessions without them acknowledging it as an assessment. Often times my students get worked up and nervous when it comes to testing and grades. Therefore, these anecdotal notes allowed me the opportunity to document realistic and credible data.
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Math Journals
A journal was created for each individual student, which included one journal entry for each lesson. Each entry or page consisted of one warm up problem taken from the teacher manual. These warm up questions included one word problem with additional questions to foster more meaningful math talk. Included on each page was the lesson number, the day's date, the word problem typed out, a space to show work, and lines to explain thinking. Though not every journal entry was graded, every page had the rubric on the back to remind students of the expectations. These journals allowed me to assess the goal of students applying and explaining mathematical strategies with a visual and written explanation.
To view the journals and rubric utilized, please click here.
To view the journals and rubric utilized, please click here.
These math journals were best suited for my students as it provided them the opportunity to show the strategies they used, as well as provided the opportunity to tell me what they did not have the opportunity to during the whole group discussions. Because many of my student did not necessarily know how to get all of their thoughts out into words, the journal entries gave them a different avenue to do so.