Case AnalysisMaya Thomas 1.

Critique the steps Maya took to identify the needs in the case, including the collection and analysis of data. Maya took a systematic approach to identifying the needs in this case, analyzing the learning context and conducting a needs assessment. First, Maya discussed the scenario with Ruth Ann, the teacher who requested the change, and analyzed the learning context. From the initial e-mail Ruth Ann sent, Maya knew that the classroom was equipped with seven student computers and one teacher station with Internet access. However, from conversations with the struggling teacher, she learned that classroom technology was not being utilized and that the instructional format consisted primarily of Ruth Ann working problems on the board and then assigning many problems for the students to work through on their own. Maya collected data through conversations with Ruth Ann, observations of her classroom instruction, interviews with both high- and low-performing math students in sixth and seventh grades, interviews with those students teachers, and discussions with the assistant principal for curriculum. Maya also collected data from reviewing state and national math standards, as well as the current pre-algebra textbook. It appears that her analysis of the data included the socioeconomic status of the students interviewed, but it is unclear where she found this data. Through the process of conducting a needs analysis, Maya determined that Ruth Ann and her students had independently pinpointed the same problems and a new approach to teaching the pre-algebra course was warranted. After all, Maya told Ruth Ann, if the traditional drill and practice worked for these kids, you wouldn't have them in this class, would you? 2. What are some of the options Maya can explore to support the learning environment Ruth Ann requested? In order to support the hands-on, real-world laboratory class environment that Ruth Ann requested, Maya would need to demonstrate how lab work in a math classroom differs from in a science classroom. Whereas a science laboratory is often well-equipped for physical experimentation, there may be a need for games or simulations to make the content come alive in a math classroom. A good place to start might be allowing Ruth Ann to observe current lab classes in the school or district to get a sense of what would be applicable to her own classroom. There is plenty of potential for group work and peer collaboration in the pre-algebra learning environment, and Maya could explore bringing in manipulatives to supplement the textbook. She could also find ways to expand on the links to everyday life that are presented in each chapter of the text and to actually implement the technology integration ideas in each unit. Maya has already presented Ruth Ann with materials that incorporate more writing, which is in

line with the national standards and Common Core State Standards. She could also explore cross-content-area connections. Flipping Ruth Anns classroom likely would not work, considering her students dont do their homework and would be unlikely to view models of the computational skills and problemsolving strategies at home. However, this lack of home support makes it even more critical to explore ways to increase time on task and offer more meaningful practice and teacher feedback in the classroom. 3. What are some of the critical factors Maya needs to attend to if this effort is to be successful? Ruth Ann admitted in a conversation with Maya that some of the kids seemed really interested in the technology, which is why she had mentioned that in her e-mail. To me, this was indicative of how little Ruth Ann understood about the potential for using technology in her classroom. When introducing technology into the curriculum, Maya would need to constantly attend to Ruth Anns fear of and unfamiliarity with computer-based instruction. Ruth Ann would need to be trained in using the technology so that she would feel confident incorporating it in her classroom instruction. Another critical factor Maya would need to keep in mind is that the students she interviewed have not had positive experiences with computers in math classrooms. Students said they did not like computer work because it was only drill and practice. Any computer-based program that would be adopted for use in the pre-algebra course would have to be dynamic enough to change this perceptionand inexpensive enough for what the assistant principal warned was a limited budget. Through her interviews with students, Maya determined that many of them had a positive attitude toward group work and hands-on activities in science classes. However, students in each of the three groups she analyzed had negative attitudes toward math. Building students confidence in their ability to do math and demonstrating the purpose behind learning the subject are critical factors in increasing students math understanding and achievement. 4. Consider how the work with Ruth Ann could be used as a starting place for schoolwide mathematics reform. Does that change the way Maya should work with Ruth Ann and the other math teachers? Does it change the options they should consider? Mayas work with Ruth Ann could be used as a starting place for schoolwide math reform that draws instruction away from the front of the room and toward the students. In other words, learning would happen among the studentson their computers, in small groups, in their journals, in other content-area classes, and on their own devices outside of the classroom. In order for this reform to be effective, the technology and teaching strategies must be motivating, empowering, and purposeful. If all of those factors exist and teachers can clearly

see how the instruction would be engaging and effective, there should be no need for Maya or the school administration to deem the effort a reform (I have found that this word tends to scare teachers away). Its clear that Ruth Ann feels a great deal of pressure to help her students meet state and national standards and perform well on high-stakes tests. But how do I know I'm meeting the state standards? she asked Maya. I dont see how this is going to help them do better on the test. When working with Ruth Ann and other math teachers, Maya will need to clearly explain the standards and lay out a clear road map toward achieving them. The fact that her work could lead to schoolwide math reform should not change Mayas approach; nor should it change the instructional options she considers (apart from the fact that labeling it a reform effort could result in additional funding). 5. How might the community and parents influence the success of this effort? The attitudes and actions of parents and the community as a whole could greatly impact the success of this effort. When conducting her front-end analysis, Maya found among a segment of the population, what looked like a cultural tendency to be resistant to education in general. Students are more likely to take ownership of their education if their parents and the rest of the community value what they are learning. Many of the math students Maya interviewed parroted negative opinions expressed by their parents about how math is unnecessary in the working world. For the high-achieving seventh-grade math students, negativity toward math stemmed from the perception that the content was boring because it had already been covered, coupled with the fact that they did not see the long-term value of learning the content. Low-achieving seventh-graders agreed that math was boring, useless, and didnt make sense. Lowachieving sixth-graders (Ruth Anns potential students) said it was both boring and hard, and they could not see the real-life connection. Maya has a unique opportunity to change the communitys attitude in her district. With the influx of college-educated professionals moving to the area and a willingness to try new ideas for teaching and learning, Maya could bring in guest speakers from the fields of science and engineering to talk about how they use math in their careers. She could also enlist community support for STEM initiatives and even volunteer tutors to help with her math reform efforts.