Writing assignment 4
Assignment # 4 Presentation by EDU 708 CRN 23409 Research Design in Education Nova Southeastern University October 7, 2017
Improving Sixth Grade Students’ Application of Math to Real-World Problems
Setting and Problem Statement
K-10 charter school located in a South Florida residential middle-class community with a total enrollment of roughly 600 students - a large percentage of whom speak more than one language .
Students are expected to score a Level 3 or higher on the annual administration of the Florida Standards Assessment (FSA).
In 2017, 33 out of 107 6th grade students earned a Level 3 or higher on their Mathematics FSA.
Goal & Objectives
At the end of three weeks, the sixth-grade students will demonstrate 85% mastery of fractions, as measured by the chapter test.
At the end of six weeks, the sixth-grade students will demonstrate 90% master of fractions, as measured by the district assessment.
Research-Based Solutions
Experience-Centered Instruction (Bartosh et al., 2009; Stone et al., 2008; Sheppard, 2011)
Pedagogical Knowledge of Teachers (McKinney & Frazier, 2008; Turner et al., 2009; Kutaka et al., 2017)
Integration of Technology (Parker et al., 2015; Kaur et al., 2017; Sherman, 2014)
Experience-Centered Instruction
Bartosh et al. (2009) advocated for high-quality environmental education (EE) programs and concluded that students in EE programs can perform on the same level as those in traditional programs (p. 13).
Stone et al. (2008) concluded that career and technical education programs can enhance math problem-solving skills because it provides students with authentic experiences for learning about abstract concepts (p. 791).
Sheppard (2011) concluded in his narrative study that when prospective teachers infused the experiences of their students into their curriculum they could transform the experiences into teachable moments (p.262).
Pedagogical Knowledge of Teachers
McKinney & Frazier (2008) found that a large percentage of teachers adhere strictly to their district’s curriculum, suggesting that most teachers do not have academic freedom to add personal creativity (p. 208).
Turner et al. (2009) argued that it is “the teacher’s responsibility to help students understand the relevant social, political and historical factors of mathematical investigations embedded in complex social issues (p.149). However, their study was limited because it only focused on the elementary level where it is easier for teachers to utilize a cross-curricular approach with one group of students.
Pedagogical Knowledge of Teachers con’t.
Kutaka et al. (2017) concluded that “teachers cannot make sense of student math talk without having a deep understanding of mathematics” (p. 150).
Integration of Technology
Parker et al. (2015) found that teachers who participated in technology intensive professional development programs integrated that knowledge into their classes and aligned those applications with relevant real-world contexts which promoted student- centered learning (p. 116).
Kaur et al. (2017) concluded that iPads have multiple advantages in the classroom environment the most significant being its use in individualizing instruction. (pp.118-19).
Integration of Technology con’t.
Sherman (2014) concluded that technology can be used to reorganize the structure of the learning environment where students can be engaged in higher-level mathematical thinking and activities while traditional lectures can be hosted outside the classroom via video lectures (p.224).
References
Bartosh, O., Ferguson, L., Tudor, M., & Taylor, C. (2009). Impact of environment-based teaching on student achievement: a study of Washington state middle schools. Middle Grades Research Journal, 4(4), 1-16.
Kaur, D., Koval, A., & Chaney H. (2017). Potential of using Ipad as a supplement to teach math to students with learning disabilities. International Journal of Research in Education and Science (IJRES), 3(1), 114-121.
Kutaka, T. S., Smith, W. M., Albano, A. D., Edwards, C. P., Ren, L., Beattie, H. L., Lewis, J. L., Heaton, R. M., & Stroup, W. W. (2017). Connecting teacher professional development and student mathematics achievement: A 4- year study of an elementary mathematics specialist program. Journal of Teacher Education, 68(2), 140-154.
References
McKinney, S., & Frazier, W. (2008). Embracing the principles and standards for school mathematics: An inquiry into the pedagogical and instructional practices of mathematics teachers in high-poverty middle schools. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 81(5), 201-210.
Parker, C. E., Stylinski, C. D., Bonney, C. R., Schillaci, R., & McAuliffe, C. (2015). Examining the quality of technology implementation in STEM classrooms: Demonstration of an evaluative framework. Journal of Research on Technology in Education, 47(2), 105-121.
Sheppard, P.A. (2011). Experience-centered instruction as a catalyst for teaching mathematics effectively to African American students. The Journal of Negro Education, 80(3), 254-265.
References
Sherman, M. (2014). The role of technology in supporting students' mathematical thinking: Extending the metaphors of amplifier and reorganizer. Contemporary Issues in Technology and Teacher Education (CITE Journal), 14(3), 220-246.
Stone, J. R., Alfeld, C., & Pearson, D. (2008). Rigor "and” relevance: Enhancing high school students' math skills through career and technical education. American Educational Research Journal, 45(3), 767-795.
Turner, E. E., Gutierrez, M. V., Simic-Muller, K., & Diez-Palomar, J. (2009). "Everything is math in the whole world”: Integrating critical and community knowledge in authentic mathematical investigations with elementary Latina/o students. Mathematical Thinking and Learning: An International Journal, 11(3), 136- 157.