Action Research

Presentation
Mike Winters
April 12, 2014
MAT719

Problem Statement
Action Research Questions
If I implement a Math Lab for students to develop

and reinforce poor math skills will student

performance increase as measured by daily lessons
and chapter assessments?
Will student confidence level in math increase?

It is not a great leap to suggest that a philosophy of

differentiation exists to avoid wounding learners
Tomlinson & Imbeau

Baseline Data
Show What You Know quick assessments are

given prior to each chapter to determine student

prior knowledge.
Constant teacher observations are utilized to
determine student knowledge and understanding
on a daily basis for each lesson.
Pre-questionnaire will determine student comfort
level with math.

Measureable Goals
Professional Goal
Provide struggling students
with the opportunity to
engage in differentiated math
activities in the Math Lab.

Student Goal
Students will participate in the
Math Lab to increase their
knowledge and
understanding of delivered
math concepts, which will
increase assessment scores.
Students increase their
comfort level with math
concepts/skills.

Professional Outcomes
1. Student assessment scores
will increase.
Success Criterion: Success
will be measured by student
performance on post-chapter
assessments.
Planned Artifact: Results of
student post-chapter
assessments.

2. Student knowledge and

understanding of daily lessons
will improve.
Success Criterion: Students will
show more confidence with daily
math lessons.
Planned Artifact: Daily
observations will be made
evaluating student comfort level
with lessons.

Learner Outcomes
1. Students will have a firmer
grasp of math skills and
concepts delivered in each
chapter/unit.
Success Criterion: Students
will perform better on postchapter assessments.
Planned Artifact: Post-chapter
assessment results.

2. Students will demonstrate an

improvement in how they feel
about math and themselves.
Success Criterion: Increase in
scores on post-questionnaire.
Planned Artifact: Postquestionnaire results.

To achieve my goals I
will
Create and administer pre-questionnaire.
Evaluate Show What You Know results.
Provide differentiated activities within the

Math Lab.
Oversee and evaluate the students
involved in the Math Lab.
Administer end of chapter assessment.
Create and administer post-questionnaire.
Use a log to record observations made
during Math Lab.
Track progress of students frequently in
the Math Lab.

Timeline and Procedures

Students will begin with pre-

questionnaire.
Students will begin each chapter with the

Show What You Know pre-test/activity.

Throughout each lesson, struggling

students will be introduced to the Math

Lab on an as needed basis.
Students will use one of the following

Math Lab activities - small group

reteaching lesson with me, an iPad with
specific math skill app, laptop with IXL
Math, reteaching worksheet or activity
provided by the math program.

Timeline and Procedures

Frequent observations will be made to

evaluate if students are being

successful at the various Math Lab
activities.
Student will complete on the On Your

Own section to demonstrate

understanding.
Students will complete end of the

chapter assessment.
Students will complete post-

questionnaire.

Discussion with Colleagues

I met with my schools Math Specialist, Barbara.
After showing Barbara my Implementation Plan, she suggested

several websites and apps to use in the Math Lab.

Barbara confirmed she sees a large improvement in students

comfort level with math in her students and I should see the same.
We discussed different strategies to help my struggling learners (3

work with her twice a week for 30 minute sessions).

Barbara showed me other useful charts in IXL to track student

progress.
Barbara said she loved my idea and couldnt wait to see the results!

Results
Show What You Know introductory

assessment resulted in 73% (11/15 students)

scoring 80% or higher.
These students represent the percentage of
the class who are not identified as possible
struggling learners as the Math program
suggest.
However, these students can become part of
the Math Lab if they struggle on any concept
or lesson during this chapter.

Math and My Students

Pre-questionnaire
resulted in 27% (4/15
students) felt
comfortable with math,
27% (4/15 students) felt
unsure with math, and
47% (7/15 students)
were uncomfortable
with math.

Pre-Questionnaire

47%

27%
27%

Comfortable
Unsure
Uncomfortabl
e

The Lessons
Chapter 8 focused on nonstandard and

standard units of measurement.

Throughout each lesson students were
monitored and frequently checked for levels of
understanding.
Students rarely struggled with concepts or a
particular lesson.
The Math Lab transformed from a
differentiation tool for struggling learners into
an Enrichment Lab for all learners!

The Math Lab

Students Choices
Each lesson I
recorded what
differentiated
activity students
chose to use to
enhance their
recently learned
skills.

28%
8%
15%

25%
24%

Small Group
iPad
IXL
Worksheet
Activity

Chapter 8 Assessment
80% of the class scored an 80% or higher
13% scored 70%-79%
7% scored below 70%
Chapter 8

Chapter 8

Math and My Students

Post-questionnaire resulted

in 87% (13/15 students) felt

comfortable with math, 7%
(1/15 students) felt unsure
with math, and 7% (1/15
students) were
uncomfortable with math.

Post-Questionnaire

7%
7%

87%

Comfortable
Unsure
Comfortable

Overall Outcome
Math Lab turned into an Enrichment Lab due

to high level of understanding and knowledge

throughout 11 lessons in Chapter 8
Measurement.
Students were engaged and enjoyed the
differentiated activities.
Chapter 8 Assessment resulted in 12 of 15
students scoring 80% or above, 2 of 15
students scoring 70%-79%, and 1 of 15
students scoring below 70%.
Students became more comfortable with
math.

Research Cited
Hendricks explained the immense opportunity action researchers

and teachers possess to influence students and their development

(Hendricks, 2013).
Ferkany argued the importance of the development of self-esteem in
the classroom and its connection to academic success (Ferkany,
2008).
Foucault describes the necessity for differentiation based on the
needs of students to feel engaged and motivated, not anxious and
bored (Foucault, 2008).
The Math Lab and classroom environments are directly related to the
teachers beliefs and philosophies (Tomlinson & Imbeau, 2010).
Teachers possess the ability to promote a growth mind-set in
students (Tomlinson & Imbeau, 2010).
Lash explains how all humans have strengths and weaknesses in
learning and be categorized into multiple intelligences (Lash, 2004).

References
Ferkany, Matt. (2008). The educational importance of self-esteem. Journal of Philosophy
of Education, 42. Retrieved from http://search.ebscohost.clogin.aspdirect=true&db=
aph&AN=33105290&site=ehost-live
Foucault, A. (2008). Differentiation tips for parents. Retrieved from http://
www.readingrockets.org/article/26631
Hendricks, C., (2013). Improving schools through action research A reflective practice
approach Third Edition. Upper Saddle River, NJ: Pearson.
Lash, M.D. (2004). Multiple intelligences and the search for creative teaching. Paths of
Learning, 22. Retrieved frromhttp://web.a.ebscohost.com/ehost/pdfviewer/
pdfviewer?sid=c6505da 7-3d46-4286-8f93731de529e212%40sessionmgr4004&vid=2&hid=4201
Tomlinson, C.A., & Imbeau, M. B. (2010). Leading and managing a differentiated
classroom. Alexandria, VA: ASCD.