Can first grade students’ interest levels and skills in mathematics increase

when they are exposed to engaging real world mathematical tasks?

By: Valerie PassalacquaAlana GoldsteinGloren Brown

7202TSeminar in Applied Theory and Research

IIFall 2013

Table of Contents

Abstract Statement of the Problem Review of Related Literature Statement of the Hypothesis

Methods: Participants, Instruments, Experimental Design,

Procedure Threats to Internal and External Validity Results Discussion and Implications References

Abstract

This action research was implemented on 20 first grade students from an urban public school.  This research is exposing students to real world and meaningful word problems in order to observe and  analyze students’ addition interest levels and skills. A pre and post survey as well as a pre and posttest was implemented to each student to determine if real world word problems increase students mathematical interest levels as well as ability levels. This research proposes  that both the mathematical ability level and interest level increased for those that were administered the intervention. A 90 minute intervention was implemented to 10 students that included a real world problem for the students to solve. The results show that students that participated in the intervention increased both their interest and skills level, whereas the students that did not receive the intervention their ability and interest levels did not increase.

Statement of the Problem

Many students do not find mathematics interesting and some students even dread math class. This is a major problem stemming from elementary school level because elementary school is considered the foundation of students being exposed to and learning mathematics. Interest levels are not the only things lacking in mathematics but so are the students’ ability levels. Many teachers teach by using textbook word problems and they are not relatable to students, which contributes to why students are not interested in mathematics. Instead of teaching students seemingly arbitrary formulas and concepts in math, the purpose of this action research is to relate math to students by using meaningful world problems and real world tasks.

Review of the Literature“Mathematics becomes real when

children explore and solve problems that require them to use their mathematical knowledge and skills in contexts that are neither contrived nor sanitized” (Sparrow, 2008).

“In essence calculations can be conducted on a calculator but thinking and reasoning can not” (Hudson, 2011).

Statement of the Hypothesis

Students addition and subtraction interest and skill level will increase after they have been introduced to meaningful and real world word problems

MethodsParticipants

20 first grade students (10 control group, 10 treatment group) from an urban public school.

Instruments Pre and Post surveys Pre and post tests

Experimental Design Quasi Experimental O X1 O O X2 O

Procedure Pre survey and pre test Treatment (one 90 minute lesson, but real world

problems were encouraged by the teacher throughout a three month time period)

Post survey and post test

Internal and External Threats

Internal External

History: Fire drill, student distractions, weather changes

Testing/Pre Testing Sensitization: Similar questions on Pretest and posttest.

Instrumentation: Not Piloted yet.

Mortality: Students can be absent.

Differential Selection of Subjects: Students learn at different levels.

Selection Maturation Interaction: Students may have different maturation rates due to history and instruments being used.

Pretest Treatment: Taking a Pretest can help prepare students for the post test.

Selection- Treatment Interaction: It’s not random because we’re using the class we’re teaching.

Experimenter Effects: Passive Elements (Researcher biases based on personal attributes)

Active Elements (Bad Student Label).

Hawthorne Effect: Always a potential threat when being observed.

Pre/Post TestPre/Post Survey

1 Strongly Disagree

2 Disagree

3 Agree

4 Strongly Agree

Math Class is Fun #3Pre Survey Post SurveyX Y

1 4 42 3 33 1 24 1 15 3 46 3 27 4 38 2 29 1 1

10 3 22.500 2.400 MEAN of Control Group

MEAN11 2 412 2 413 1 314 1 315 2 416 3 417 2 318 2 419 2 420 3 4

2.000 3.700 Mean of Treatment Group

0

1

2

3

4

5

1 2 3 4 5 6 7 8 9 10

Pre/

Post

Surve

y

Students

Math Class is Fun- Control Group

Pre Survey

Post Survey

0

2

4

6

11 12 13 14 15 16 17 18 19 20

Pre/

Post

Surve

y

Students

Math Class is Fun- Treatment

Pre Survey

Post Survey

Test ScoresPre Test Post testx y

1 40 402 40 403 40 404 60 205 60 806 60 607 60 408 40 209 40 60

10 100 10054.00 50.00 MEAN

11 20 6012 20 8013 20 6014 0 4015 20 8016 0 6017 40 10018 40 6019 60 10020 40 80

26.00 72.00 MEAN

0

20

40

60

80

100

120

1 2 3 4 5 6 7 8 9 10

Aver

age G

rade

Strudents

Test Scores- Control Group

PreTest

Post Test

020406080

100120

11 12 13 14 15 16 17 18 19 20

Aver

age G

rade

Students

Test Scores- Treatment

PreTest

Post Test

Results

CorrelationPlay math games/Do

well in MathSomeone at home

helps me with HW/Post test grades

Excellent positive 0.6rxy correlation. This data demonstrates that students who have help with their homework at home will also do well on classroom exams.

Fair positive 0.4rxy correlation. This correlation demonstrated that there is a small correlation between students who play math games and students who do well in math.

Play math games

Do well in Math

x y1 4 32 4 43 1 24 4 25 3 46 4 47 3 38 4 49 3 4

10 4 411 4 312 4 413 4 314 4 415 4 416 4 417 1 318 2 419 1 220 1 4 0.376 Fair positive correlation of .4rxy

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

0 2 4 6 8

Do w

ell in

Mat

h

Play Math Games

Play Math Games/Do Well in Math

Series1

Linear (Series1)

Post Survey Post testSomeone at home helps me with my Math HW gradesx y

1 2 402 4 403 1 404 2 205 3 806 4 607 3 408 1 209 3 60

10 3 10011 4 6012 4 8013 2 6014 1 4015 4 8016 3 6017 3 10018 3 6019 4 10020 4 80 0.601 Excellent positive correlation of .6rxy

y = 13.853x + 20.826R² = 0.3613

0

20

40

60

80

100

120

0 1 2 3 4 5

Post

test

I do my HW by myself

Someone at Home Helps Me With My Math HW/Post Test grades

Series1

Linear (Series1)

Discussion and Implications

In this action research, the treatment contained a realistic lesson based on administering cookies to the entire class. The researchers used this topic for the lesson because first grade students can relate to sharing cookies amongst their peers. The researchers even had real cookies for the students to eat once the problem was solved. All groups of students were able to conclude an answer of 52 cookies. Some students linked two cubes together until they reached 26 students and then counted all of the cubes and others added 26+26 and got 52. This intervention motivated the ten students in the treatment group to work hard and solve the teacher's ‘dilemma’.

More Research is needed in: How to implement real world strategies to students with learning

disabilities Using manipulatives in the classroom when teaching real world

strategies Using real world word problems in the lower elementary grades.

References

O’Connor-Petruso, S. (2013). Descriptive Statistics Threats to Validity. PowerPoint slides. Retrieved from Blackboard Action Research site.

Sparrow, L. (2008). Real and relevant mathematics: IS IT REALISTIC IN THE CLASSROOM? Australian Primary Mathematics Classroom, 13(2), 4-8. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=33293118&site=ehost-live

Hudson H. Real-world math: Stop cries of when will we ever use this? with these fresh ideas. (2011, Spring; 2013/12). 120, 76+. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA253389205&v=2.1&u=cuny_broo39667&it=r&p=AONE&sw=w&asid=498db16039541b4c4143422b1aab5b56