Rationale
Rationale
Need
Quantitative data revealed a particular need of intervention for seven particular students. In contrast, qualitative data proved that the interventions would benefit all of my students' confidence and ability to reason with their problem solving skills.
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Assessment Scores Based on first semester performances, my students' basic fifth grade mathematical skills demonstrated a continued need for improvement..
According to the fall testing period, my students' basic mathematical skills in algebra, number sense, and data were the lowest on the Measures of Academic Progress (MAP) assessment. This data indicated a need of improvement in number sense and problem solving.
To view a more detailed view of the class MAP reports, please click here.
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ObservationsI observed that most, if not all students, demonstrated uncertain, questionable tones when answering questions in class. Some individuals often grew frustrated as a response to not understanding a mathematical concept or being able to explain an appropriate strategy to apply, steps to follow or even hidden questions to answer prior to the stated question. This uncertainty was demonstrated primarily during the warm up questions utilized when I introduced each new lesson, as well as throughout problem solving lessons that occurred at the end of each topic.
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Importance
Number sense and problem solving both require accuracy in order to bring about successful mathematical conversations. The ability to demonstrate number sense results in a greater confidence to solve lengthy word problems and multi-step equations, and to share mathematical thinking and strategies via journal writing and/or word of mouth.
My ultimate goal in implementing this action research was to set a purpose for each and every one of my students. I wanted my students to gain independence in solving math problems and to take ownership in their work so that these skills would continue to flourish. To attain my desired results, I knew that I not only needed to clarify misconceptions, but that I had to also champion my students through motivational and complimentary support. These actions showed students that by branching out and sharing their thoughts with the class could benefit their peers and themselves.
My ultimate goal in implementing this action research was to set a purpose for each and every one of my students. I wanted my students to gain independence in solving math problems and to take ownership in their work so that these skills would continue to flourish. To attain my desired results, I knew that I not only needed to clarify misconceptions, but that I had to also champion my students through motivational and complimentary support. These actions showed students that by branching out and sharing their thoughts with the class could benefit their peers and themselves.