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Adults writing in developmental mathematics


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Action Research Project

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Adults writing in developmental mathematics

  1. 1. Abstract<br />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.<br />
  2. 2. Adults Writing in Developmental Mathematics<br />Chairsty StewartMontana State University BillingsBillings, MT<br />
  3. 3. What Did I Focus on and Why? <br />Preparing for My Intervention<br />
  4. 4. My Experience<br />MSU Billings - Academic Support Center<br />Developmental Education <br />My Students<br />How they learn<br />
  5. 5. PSSM – Communication Standard<br />Organize and consolidate their mathematical thinking through communication<br />Communicate their mathematical thinking coherently and clearly to peers, teachers and others<br />Analyze and evaluate the mathematical thinking and strategies of others<br />Use the language of mathematics to express mathematical ideas precisely<br />
  6. 6. Other Literature<br />Students will acquire the ability to read, write, listen to, and speak mathematics (AMATYC)<br />Writing helps students slow down and reflect(Quitadamo & Kurtz)<br />
  7. 7. Focus Question<br />How does engaging in the writing/reflection/revision cycle enhance student understanding of selected topics in Beginning Algebra for College Students? <br />
  8. 8. Intervention & Research Plan<br />Write/Reflect/Revise<br />Traditionally difficult topics<br />Time Concern<br />Qualitative vs Quantitative<br />
  9. 9. What Did I Actually Do? <br />Instructional intervention<br />
  10. 10. Trial Run<br />What is a “real-world” use for common denominators? Give an example.<br />Cooking<br />Medications<br />Construction <br />Shoes<br />
  11. 11. Chapter 1<br />Adding/Subtracting Signed Numbers<br />
  12. 12. Pre-/Post-Quiz Question Types<br />-12 – 13 <br />25 – (-8) <br />-15 – 9 <br />43 – (-12) <br />-7 – (-11) <br />
  13. 13. Writing Prompt<br />Give a real life example of a negative number minus a positive number. Give a real life example of subtracting a negative number. <br />We had - $26 in the bank on Thursday and on Friday we got paid $300. So -$26 + $300 = $274<br />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 <br />
  14. 14. Chapter 2<br />Solving Linear Equations<br />
  15. 15. Pre-/Post Quiz Question Types<br />
  16. 16. Writing Prompt<br />Explain how to solve the equation 4x + 5 = 2x + 15. What properties are being used to solve the equation? <br />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<br />
  17. 17. Chapter 4<br />Linear Equations in Two-Variables<br />
  18. 18. Pre-/Post Quiz Question Types<br />Find 3 solutions for each of the equations below.<br />
  19. 19. Writing Prompt<br />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?<br />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. <br />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. <br />
  20. 20. What Do the Numbers Say?<br />Data Analysis<br />
  21. 21. Pre & Post Testing<br />
  22. 22. Correlations<br />Writing Scores and Quiz Scores r = 0.64<br />Writing Scores and Overall Grade r = 0.79<br />Quiz Scores and Overall Grade r = 0.94<br />
  23. 23. What was the reason for the increase in scores?<br />Interpretation of Results<br />
  24. 24. Was the Intervention Successful? <br />Conclusions and Action Plan<br />
  25. 25. Was the Intervention Helpful?<br />Yes…and No…<br />Scores improved<br />WHY?<br />It made me think about each step when solving the problems.<br />It helped me to understand this better.<br />It reviewed some of the skills I had a little difficulty on.<br />I found it to be not very helpful, needed to be more extensive.<br />My Thoughts<br />My Students’ Thoughts<br />
  26. 26. Will I Do This Again? <br />My classes will continue communicating about math. <br />Activities to get students communicating—both verbally and in writing—about mathematics<br />3 x 5 Card Activities<br />
  27. 27. Reflections and Advice for Teachers<br />Don’t get too focused on one aspect<br />Get students communicating with each other<br />Know your class<br />
  28. 28. References<br />AMATYC. (1995). Crossroads in mathematics: Standards for introductory college mathematics before calculus. Memphis: American Mathematical Association of Two-Year Colleges.<br />NCTM. (2000). Principles and standards for school mathematics. Reston, VA.<br />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.<br />