Running head: JNT2-Task 1-Needs Analysis

JNT2-Task 1 Needs Analysis Debra Cronnelly 000291418 Master of Education, Instructional Design Western Governors University

JNT2-Task 1 A. Summary of Instructional Problem

As public schools across the nation adopt the new Common Core Standards (CCSI, 2010), they are struggling to find the best strategies to teach math word problems to a diverse range of students. The Common Core Standards Initiative has been adopted by 44 states and pushes schools to teach students in a way that deepens their learning beyond memorization and focuses on the ability of students to transfer knowledge within and across the curriculum (CCSI, 2010). The Georgia Common Core Standards (GCCS, 2012) provides teachers with exemplars that guide a student through each math standard as they are continually encouraged to transfer knowledge and make connections. Even with these new standards and guides many elementary students are still struggling to be successful in solving math word problems. Students in my Georgia first-grade class are not successfully completing math operations within a reading passage. Using a common core aligned math assessment (PARCC, 2012) it was found that 40% of the students were not able to complete simple math operations in math word problems. Further testing revealed that 97% of the students are proficient in solving simple math operations in addition (4+4=8). However, when presented with the same math operations in a reading passage only 60% of the students were proficient. Creating this needs analysis will determine if there is a need for interventions or further instruction to assist students in successfully solving math word problems.

JNT2-Task 1 B. Current Conditions Currently the students in my classroom are experiencing difficulty in solving math word problems. When using the Georgia Common Core Standards it is imperative that students are proficient in each math standard. When moving on to 2nd grade students are expected to be proficient in solving basic math operations within a reading passage. Students are currently struggling with; reading math word problems, comprehending math word problems, and identifying the math operation in word problems. Students are also having difficulty in their ability to transfer and synthesize knowledge in math word problems (Xin, Zhang, 2009). Desired Conditions Students will read and comprehend math word problems on their grade level as recommended by the Georgia Common Core Standards (GCCS, 2012). Students will identify, Current Conditions and Desired Conditions

transfer, synthesize, and solve math operations within a math word problem. As the students are guided through a math word problem they will communicate to peers and adults their abilities to transfer knowledge and make connections. This will provide students with the ability to work with their knowledge across the curriculum employing skills from all core subject areas. The students proficient learning skills will be measured using first grade common core aligned math assessments that show students performing at proficient levels of 80% or above (PARCC, 2012).

JNT2-Task 1 C. Data Collection Processes

C.1. Discussion of Data Collection Instruments Common Core Standards based pre-test of math word problems. The Common Core Standards Initiative has been adopted by 44 states and pushes schools to teach students in a way that deepens their learning beyond memorization and focuses on the ability of students to transfer knowledge within and across the curriculum (CCSI, 2010). Using a Common Core Math pre-test will assist in determining the students abilities to synthesize and transfer knowledge in math word problems. In using the quantitative method of data collection teachers are given clear data which will allow them to assess a students assessment progress in a format that would be timely and applicable to the newly adopted Common Core Standards (CCSI, 2010). First Grade Teacher Survey There are many math strategies to help children solve math word problems (Fuchs, Seethaler, Powell, Fuchs, Hamlett, Fletcher, 2008). We can teach students to memorize, organize, sort and apply math operations. What teachers need to decide is how to do all of these things together in a holistic strategy that can encompass the many different abilities that our students have. This survey gives teachers the opportunity to provide their individual insights and experiences of teaching first grade students how to successfully solve math word problems. C.2. Discussion of Data Collection Sources Twenty-Six students in a first grade Georgia public school in Gwinnett County took a Common Core Standards based pre-test of math word problems. Fourteen Georgia public school first grade teachers completed a perception survey.

JNT2-Task 1 C.3. Examples of Data Collection Instruments Pretest

The multiple choice Common Core Standards based pre-test of math word problems was administered to 26 first grade students. Students were isolated by testing partitions and had 30 minutes to complete the assessment. Example of math word problem question from the pre-test: 1. Fred and Jack collect baseball cards in boxes. Fred has 10 baseball cards in his box. Jack has 10 more cards than Fred in his box. How many baseball cards does Jack have in his box? a. Jack and Fred both have 20 cards in their boxes. b. Jack has 20 cards in his box. c. Jack has 10 cards in his box. Survey The First Grade Teacher Survey was offered to fourteen first grade teachers. The teacher survey was completed via an online service provider and provided a narrative answer format. Participants were given 7 days to complete the surveys. Examples of teacher perception survey questions: 1. What current strategies do you use to teach math word problems? 2. What difficulties, if any, do your students exhibit when completing math word problems? 3. To what degree do you believe a students reading level impacts their ability to successfully complete a math word problem?

JNT2-Task 1 C.4. Other Data Collections Sources There were no other data collections used for this needs analysis.

D. Results of Data Analysis D.1. Data Analysis Techniques Common Core Aligned Math Word Problem Pre-Test The multiple choice Common Core Standards based pre-test of math word problems was administered to 26 first grade students. The tests were scored by percentile and then it was determined which students scored < or > 80%. Students scoring <80% are considered proficient in solving first grade level math word problems. Students scoring >80% are considered not proficient in solving first grade level math word problems. Teacher Responses to Needs Analysis Survey Fourteen teachers of first grade students in a Georgia public elementary school were asked to complete a survey for instructional intervention for math word problems. All fourteen teachers completed and returned the survey. Two open ended questions yielded narrative responses from 14 respondents. Teacher responses were analyzed and grouped into common understandings. One scaled response yielded the unanimous answer that teachers surveyed believe a students reading level impacts their ability to successfully complete math word problems to a very high degree.

JNT2-Task 1 D.2. Results of Analysis

Table 1 Teacher Responses to Needs Analysis for Instructional Intervention for Math Word Problems Question What current strategies do you use to teach math word problems? Response Teachers instructed students to: define math word problem vocabulary, recognize word problem structure, identify important information in a word problem, and draw What difficulties, if any, do your students exhibit when completing math word problems? To what degree do you believe a students reading level impacts their ability to successfully complete math word problems? picture representations of the word problems. The main difficulties teachers identified students as having were: Unable to read the word problem text, confusing which math operation should be used, and failing to understand math vocabulary. All teachers responded, a very high degree.

Table 2 Test Results for First Grade Students Common Core Aligned Math Word Problem Pre-Test Test Date #Tested Percent Proficient or <80% Percent Not Proficient or >80%

JNT2-Task 1 March, 2013 26 58% 42% Note: Test questions were modeled from the PARCC (2012), using the Georgia Common Core Math Standards (GCCS, 2012).

E. Needs Analysis Findings The Common Core aligned math word problem pre-test results showed that 42% of the 26 first grade students were not proficient in solving grade level appropriate math word problems. Math word problems deepen students learning beyond memorization and focuses on the ability of students to transfer knowledge within and across the curriculum (CCSI, 2010). Because 42% of students are not proficient in solving math word problems this likely impacts their abilities in other subject areas. This finding shows there is a need for instructional interventions or further instruction to assist students in solving math word problems. During this needs analysis teachers responded to survey questions regarding their students abilities and knowledge of math word problems. All teachers surveyed responded that despite providing their students with a wide range of scientifically proven teaching techniques their students still had difficulties completing math word problems. While all teachers surveyed used scientifically based strategies to teach their students how to solve math words problems they taught these strategies with different frequency and order. These findings show there is a need for standardized systematic interventions or further instruction to assist students in solving math word problems. F. Instructional Goal Statement

Given math word problems, first grade students will apply their knowledge of math vocabulary, basic math operations, and math word problem structure to solve math word

JNT2-Task 1 problems with an 80% or greater success rate as measured by the Common Core Aligned Math Word Problem Post-test. Students will communicate to peers and adults their abilities to

transfer knowledge and make connections within solve math operations within a math word problem. This will provide students with the ability to work with their knowledge across the curriculum employing skills from all core subject areas.

References

Common Core Standards Initiative (2010).

JNT2-Task 1

10

Fuchs, L. S., Seethaler, P. M., Powell, S. R., Fuchs, D., Hamlett, C. L., & Fletcher, J. M. (2008). Effects of preventative tutoring on the mathematical problem solving of third- grade students with math and reading difficulties. Exceptional Children, 74(2), 155-173.

Georgia Common Core Standards (2012). PARCC (2012). About PARCC. Partnership for Assessment of Readiness for College and Careers. Xin, Y., & Zhang, D. (2009). Exploring a conceptual model-based approach to teaching situated word problems. Journal of Educational Research, 102(6), 427-442.