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Head: REVIEW OF MONITORING STUDENT LEARNING IN ALGEBRA

Review of Monitoring Student Learning in Algebra

Melissa Robinson-Agles

29 September 2017

MAT 690 National University

REVIEW OF MONITORING STUDENT LEARNING IN ALGEBRA

Abstract

This paper reviews the 2017 article Monitoring Student Learning in Algebra from

Mathematics Teaching in the Middle School. In it, the authors describe how two classrooms

implement what they learned within a formative assessment project. The teachers are

specifically concerned with knowing how all students are learning when the class consists

of students with different needs (read: some special education students). Most likely due to

the formative assessment training theyve received, the teachers use the same methods to

assess, analyze, and reflect on student learning. These methods seemed great for checking

student understanding and the data collection charts look like they streamline the

grading process too. More importantly, you end up with a good idea of the students

understanding instead of just a score.

REVIEW OF MONITORING STUDENT LEARNING IN ALGEBRA

Review of Monitoring Student Learning in Algebra

I read the 2017 article Monitoring Student Learning in Algebra from Mathematics

Teaching in the Middle School because progress monitoring is one of the primary areas of

improvement that I have identified this year. I do a lot of observational monitoring of my

students, and I check in a lot regarding how comfortable they feel with a topic, but this does

not give a clear picture of their ability to use the skills and complete the critical thinking.

In this article, the authors (Accardo and Kuder) are sharing how two 9th-grade

classrooms are using methods learned in a formative assessment project funded by a grant.

The teachers are specifically concerned with knowing how all students are learning when

the class consists of students with different needs (read: some special education students).

The authors summarize their key topic as, Which instructional methods can teachers such

as Perez and Peterson use to determine if instruction is working for all students in their

mixed-ability classroom? Which daily instructional methods can teachers implement to

ensure that all students are making progress? (Accardo & Kuder, 2017, p. 353).

The two classrooms are described as 9th Grade Algebra (with two co-teachers,

Perez and Peterson) and Basic Skills Algebra (taught by Jennings). The article doesnt say

where these classes are, but theyve obviously decided to not go with the integrated

Common Core option for high school math.

Most likely due to the formative assessment training theyve received, the teachers

use the same methods to assess, analyze, and reflect on student learning. The assessment

methods that these classes employed here included breaking problems into steps for error

analysis; using data collection charts to identify student response patterns; providing

multiple probes to assess student understanding; and embedding one key question into a
REVIEW OF MONITORING STUDENT LEARNING IN ALGEBRA

formative assessment for analysis (Accardo & Kuder, 2017, 354). Honestly, I wasnt sure

what they meant by all of that, but I soon understood after reviewing the student work and

analysis examples that they provided. Basically, the teachers ask students to demonstrate

understanding in multiple ways, almost baby-stepping them through the problem-solving

process. Then, they compile student answers in a table, using a legend and short notes to

easily compare levels of understanding. Even though they ask the students multiple

questions (about 4), only one question is the key question that they are focusing on. This

concept is the one they truly want students to understand.

I thought this method was great for checking student understanding. It does seem

time intensive to create, but youd be able to use the same idea each time you teach this

skill/concept. The data collection charts look like they streamline the grading process

too. More importantly, you end up with a good idea of the students understanding instead

of just a score. The teachers found that this process not only helped them see what students

knew/could do, they also saw what patterns of thinking emerge among the group

(Accardo & Kuder, 2017, 355) and could identify common misconceptions.

The other interesting thing that these teachers were doing was having students do

error analysis after the assessment. From their training, the teachers found that using

incorrectly solved problems is an effective instructional strategy to elicit critical thinking in

their algebra students (Accardo & Kuder, 2017, 356). The 2nd classroom had students

sitting in mixed-ability grouping so that they could coach each other when reviewing and

revising their assessments.

I would love to do more assessments like this. I did wonder how often these

teachers gave this type of assessment. Perhaps maybe once or twice per unit? This would
REVIEW OF MONITORING STUDENT LEARNING IN ALGEBRA

allow you to check in with what your students know and adjust your instruction before a

summative assessment. Or do they do it more often, as they build concepts/skills in a unit?

It may be too time intensive that way. I have to look into how I can incorporate this type of

progress monitoring in my classroom.

REVIEW OF MONITORING STUDENT LEARNING IN ALGEBRA

References

Accardo, A. L. & Kuder, S. J. (2017, February). Monitoring student learning in algebra.

Mathematics Teaching in the Middle School, 22(6), 352-359.

California State Board of Education. (2013). The mathematics framework. Appendix D:

Mathematical modeling. Retrieved from

http://www.cde.ca.gov/ci/ma/cf/documents/mathfwoverview.pdf

Commission on Teacher Credentialing (CTC). (2013). California teaching performance

expectations. Retrieved from https://www.ctc.ca.gov/docs/default-

source/educator-prep/tpa-files/tpes-full-version.pdf

Common Core State Standards Initiative (CCSSI). (2017). Standards for mathematical

practice. Retrieved from http://www.corestandards.org/Math/Practice/

Costantino, P. M., & De Lorenzo, M. N. (2009). Developing a professional teaching portfolio: A

guide for educators (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.