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Adults writing in developmental mathematics
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Adults writing in developmental mathematics

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    Adults writing in developmental mathematics Adults writing in developmental mathematics Presentation Transcript

    • Abstract
      While many studies have investigated the use of writing in a K-12 mathematics classroom, this study explored the use of writing prompts at the college level. In an ongoing effort to help students engage with the material they are learning and better understand the concepts they are using in mathematics, this project focused on the use of writing assignments in an introductory algebra course at a state university. The students engaged in a write/reflect/revise cycle in which they would respond in writing to a prompt, discuss their response with their peers and then revise their writings based on the input received by peers. Ten participated in three iterations of the write/reflect/revise cycle; each cycle was preceded by a pre-quiz and followed by a post-quiz. Pre- and post-quiz scores were then compared, along with scores from their writings, to see if there was improvement. The study did find an improvement in scores after each cycle.
    • Adults Writing in Developmental Mathematics
      Chairsty StewartMontana State University BillingsBillings, MT
    • What Did I Focus on and Why?
      Preparing for My Intervention
    • My Experience
      MSU Billings - Academic Support Center
      Developmental Education
      My Students
      How they learn
    • PSSM – Communication Standard
      Organize and consolidate their mathematical thinking through communication
      Communicate their mathematical thinking coherently and clearly to peers, teachers and others
      Analyze and evaluate the mathematical thinking and strategies of others
      Use the language of mathematics to express mathematical ideas precisely
    • Other Literature
      Students will acquire the ability to read, write, listen to, and speak mathematics (AMATYC)
      Writing helps students slow down and reflect(Quitadamo & Kurtz)
    • Focus Question
      How does engaging in the writing/reflection/revision cycle enhance student understanding of selected topics in Beginning Algebra for College Students?
    • Intervention & Research Plan
      Write/Reflect/Revise
      Traditionally difficult topics
      Time Concern
      Qualitative vs Quantitative
    • What Did I Actually Do?
      Instructional intervention
    • Trial Run
      What is a “real-world” use for common denominators? Give an example.
      Cooking
      Medications
      Construction
      Shoes
    • Chapter 1
      Adding/Subtracting Signed Numbers
    • Pre-/Post-Quiz Question Types
      -12 – 13
      25 – (-8)
      -15 – 9
      43 – (-12)
      -7 – (-11)
    • Writing Prompt
      Give a real life example of a negative number minus a positive number. Give a real life example of subtracting a negative number.
      We had - $26 in the bank on Thursday and on Friday we got paid $300. So -$26 + $300 = $274
      I owe $300 to a credit card company and they charged my account $200 so I called them up and they said they would reverse the charges- $300 - $200 = - $100
    • Chapter 2
      Solving Linear Equations
    • Pre-/Post Quiz Question Types
    • Writing Prompt
      Explain how to solve the equation 4x + 5 = 2x + 15. What properties are being used to solve the equation?
      Additive inverseto get rid of the 2x on the right side and the 5 on the left side. Then you would divide the numbers by 2 which is your 2x. Multiplicative inverse 2/2 = 1 or x
    • Chapter 4
      Linear Equations in Two-Variables
    • Pre-/Post Quiz Question Types
      Find 3 solutions for each of the equations below.
    • Writing Prompt
      Find 3 solutions to the equation x + y = 2. Clearly show your steps. Graph the solutions. Did you choose x-values or y-values? How did you choose those values? Does it matter what numbers you choose?
      It really matters what numbers you choose because they must equal to the answer given. I actually chose both values to make sure that they did equal to the answer of 2.
      I normally start with the x-value but it does not matter one way or the other. The #’s you choose also does not matter but make it simple for easy figuring.
    • What Do the Numbers Say?
      Data Analysis
    • Pre & Post Testing
    • Correlations
      Writing Scores and Quiz Scores r = 0.64
      Writing Scores and Overall Grade r = 0.79
      Quiz Scores and Overall Grade r = 0.94
    • What was the reason for the increase in scores?
      Interpretation of Results
    • Was the Intervention Successful?
      Conclusions and Action Plan
    • Was the Intervention Helpful?
      Yes…and No…
      Scores improved
      WHY?
      It made me think about each step when solving the problems.
      It helped me to understand this better.
      It reviewed some of the skills I had a little difficulty on.
      I found it to be not very helpful, needed to be more extensive.
      My Thoughts
      My Students’ Thoughts
    • Will I Do This Again?
      My classes will continue communicating about math.
      Activities to get students communicating—both verbally and in writing—about mathematics
      3 x 5 Card Activities
    • Reflections and Advice for Teachers
      Don’t get too focused on one aspect
      Get students communicating with each other
      Know your class
    • References
      AMATYC. (1995). Crossroads in mathematics: Standards for introductory college mathematics before calculus. Memphis: American Mathematical Association of Two-Year Colleges.
      NCTM. (2000). Principles and standards for school mathematics. Reston, VA.
      Quitadamo, I. J., & Kurtz, M. J. (2007, Summer). Learning to improve: Using writing to increase critical thinking performance in general education biology. CBE - Life Sciences Education , pp. 140-154.