improving mathematics problem solving through written explanations report on action research project...
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![Page 1: Improving Mathematics Problem Solving Through Written Explanations Report on action research project by Janet Schlattmann](https://reader035.vdocuments.us/reader035/viewer/2022062715/56649d7a5503460f94a5f292/html5/thumbnails/1.jpg)
Improving Mathematics Problem Solving Through Written Explanations
Report on action research project by Janet Schlattmann
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My Background
o Alliance Middle Schoolo 7th grade math 8th grade algebra 23 years teaching-17 in Alliance
Grades 7-8 currently Grades 7-12 in the past
100 students in 7th grade 12 students in SWS and 14 in regular 7th
grade class in my study
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Problem of Practice Low problem solving scores on Terra
Nova No confidence in problem solving Difficulty explaining answers or thinking NCLB requirement District’s math goal NCTM process standards of
communication, reasoning, and problem solving
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Literature Review
Kjos and Long, 1994 Millard, Oaks and Sanders, 2002 Ishi, 2002 Jurdack,1998 Pugalee, 2001 Research not found
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Purpose
The purpose of this study is to determine the effects on low achieving students as well as other students of using written explanations and /or representations of thinking and reasoning in mathematical problem solving.
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Question and Methods1. What is the effect of students expressing their thinking
and reasoning through writing/representation in math problem solving on their ability to solve problems?
Pretest and Post test of problem solving scored with a rubric on concepts and computation.
Schools scores from District problem solving assessments (previous year and this year).
Scores on problem solving assignments given during research time frame
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Question and Methods
2. How will student attitudes about themselves as problem solvers change when written communication is used?
Attitude survey at beginning and end
Observations kept as a journal
Interviews
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Question and Methods
3. What is the effect on students’ ability to communicate their thinking when written communication is used?
Pretest and post test scored with rubric on explanation and representation.
Teacher observation and journal
Scores of problem solving assignments scored with explanation and representation.
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Question and Methods
4. How will low achieving students’ problem solving growth compare to the scores of students in a regular class?
Compare pretest and post test scores
Compare scores of problem solving assessments
Compare scores of problem solving assignments
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Analysis Mathematical Concepts
SWS Concept Scores
0
0.2
0.4
0.6
0.8
1
1.2
1.4
SWS Class
Sco
res
1-4
Pretest Mean
Posttest Mean
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Analysis Mathematical Concepts
5th Period Concepts Scores
0
0.5
1
1.5
2
2.5
3
3.5
5th period Class
Sc
ore
s 1
-4
Pretest Mean
Posttest Mean
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Analysis Mathematical Concepts
Concepts Tests Scores
0
0.5
1
1.5
2
2.5
3
3.5
4
1 2 3 4 5 6 7 8 9 10
Students 1,2,3 SWS, 5thperiod 4-10
Sco
res
on
4 p
oin
t sc
ale
Pretest score
Post test score
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Analysis Mathematical Concepts
SWS Concepts
0
1
2
3
4
5
1 2 3 4 5 6 7
7 Daily Assignments
Sco
res
on
1-4
sca
le
Mean
Student 1
Student 2
Student 3
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Analysis Mathematical Concepts
5th Period Concepts
0
1
2
3
4
5
1 2 3 4 5 6 7
7 Daily Assignments
Sco
res
on
1-4
sca
le Class Mean
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
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Attitude1. I am pretty good at
math problem solving.
2. Writing about my thinking or my reasoning helps me to better understand the problems I am solving.
3. Writing my ideas and reasoning is easy for me.
4. I am improving at problem solving.
5. I understand more about problem solving than I am able to put down in writing.
00.5
11.5
22.5
33.5
4
Mean 1 2 3 4 5
Question
SWS Attitude Survey
Pre
Post
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Attitude6. The activities we are
doing in class are helping me be more confident in problem solving.
7. Others would clearly be able to understand how I solve problems by reading my explanations and looking at my charts or models.
8. I am good at writing.
9. I like mathematics.
00.5
11.5
22.5
33.5
4
Mean6 7 8 9
Question
SWS Attitude Survey
Pre
Post
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Attitude1. I am pretty good at
math problem solving.
2. Writing about my thinking or my reasoning helps me to better understand the problems I am solving.
3. Writing my ideas and reasoning is easy for me.
4. I am improving at problem solving.
5. I understand more about problem solving than I am able to put down in writing.
00.5
11.5
22.5
33.5
44.5
Mean 1 2 3 4 5
Question
5th Attitude Survey
Pre
Post
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Attitude6. The activities we
are doing in class are helping me be more confident in problem solving.
7. Others would clearly be able to understand how I solve problems by reading my explanations and looking at my charts or models.
8. I am good at writing.
9. I like mathematics.
00.5
11.5
22.5
33.5
44.5
Mean 6 7 8 9
Question
5th Attitude Survey
Pre
Post
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Attitudes
Interviews Did writing in problem solving help
them? Did they like it? What helped them to be better
problem solvers? Have feelings about problem solving
changed?
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Attitudes
Observations Negative behaviors Attempting problems Confidence and reliance on self
instead of the teacher
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Explanation/Representation
SWS Explanation/Representation Scores
0
0.2
0.4
0.6
0.8
1
1.2
1.4
1.6
SWS Class
Sc
ore
s 1
-4
Pretest Mean
Posttest Mean
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Explanation/Representation
5th Period Explanation/Representation Scores
0
0.5
1
1.5
2
2.5
3
3.5
5th Period class
Sc
ore
s 1
-4
Pretest Mean
Posttest Mean
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Explanation/Representation
Explanation/Representation Scores
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
1 2 3 4 5 6 7 8 9 10
Students SWS 1-3, 5th period 4-10
Sc
ore
s o
n 4
po
int
sc
ale
Pretest Scores
Posttest Scores
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Explanation/Representation
SWS Explanation Scores
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
1 2 3 4 5 6 7
7 Daily Assignments
Sco
res
on
1-4
sca
le
Class mean
Student 1
Student 2
Student 3
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Explanation/Representation
5th Period Explanations
00.5
11.5
2
2.53
3.54
4.5
1 2 3 4 5 6 7
7 Daily Assignments
Sco
res
on
a 1
-4 S
cale Class Mean
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
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Explanation/Representation
Observations Difficulty in expressing thoughts in
writing Writing as they solved Writing for others to understand Variety of solutions More detail and depth of thinking
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0
0.5
1
1.5
2
2.5
3
Mean
Pretest Posttest
Concept Comparisons
SWS
5th period
Comparison
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Comparisons
Daily Assignment Concept Mean
00.5
11.5
22.5
33.5
4
1 2 3 4 5 6 7
Week Assignment given
Sco
res
on
a 1
-4 s
cale
(4
hig
h) SWS
5th
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Interpretation
Written expression slight improvement SWS improvement in problem solving over
time Improvement in willingness to try Student differences on what helped them
improve Writing explanations helped students think
through steps Writing and problem solving takes time Writing helped me see the misconceptions
students had about their mathematics and perceptions about problems
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Connections to Previous Research
Jurdak, 1998 –positive effects of expository writing
Pugalee,2001-metacognitive development through explaining actions
Low achievers and problem solving not addressed in any research I found
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Implications
For me Have students continue writing
explanations in problem solving Start at the beginning of the year Incorporate more strategies to know
how to express thinking Have students share solutions and
explanations Continue collection of data to study
effects of written expression
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Implications
For others NCTM-process standards of
communication, reasoning, problem solving
Struggling students can show growth Attitudes not always positive when
work is more difficult Writing can improve student growth in
expression, problem solving and willingness to try
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Implications
Further research More research is needed as there is
little research on this topic More students need to be studied Study needs to be over a longer period
of time Research is needed to study low
achievers to find improvement in problem solving and reasoning
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All math staff will experience a problem solving session All math staff will experience a problem solving session that entails using “Habits of Mind” problem, solving the that entails using “Habits of Mind” problem, solving the problem, presenting solutions to the group and problem, presenting solutions to the group and brainstorming modifications and uses for particular grade brainstorming modifications and uses for particular grade levels and classrooms.levels and classrooms.
We will meet a minimum of once a quarter.We will meet a minimum of once a quarter. We will display our solutions in our rooms or hallways to We will display our solutions in our rooms or hallways to
see what the different grades have come up with for see what the different grades have come up with for solutions.solutions.
We may collect data to measure growth if we can decide We may collect data to measure growth if we can decide what the group wants to collect and how to assess it.what the group wants to collect and how to assess it.
School PlanSchool Plan
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Problem solve with written explanations Problem solve with written explanations once a week if possible.once a week if possible.
Teach writing strategies to help students Teach writing strategies to help students get thoughts on paper. Teach more get thoughts on paper. Teach more reading of problemsreading of problems
Use “Habits of Mind” problems with my Use “Habits of Mind” problems with my students and have them display and students and have them display and discuss solutions and explanations.discuss solutions and explanations.
Individual PlanIndividual Plan