https://padlet.com/mpisani1/pfx9rrcfcy2y Action research project on improving reading comprehension in a Mathematics classroom. en-us 2018-01-23 02:08:04 UTC 2023-03-19 10:43:48 UTC hello@padlet.com mpisani1 https://padlet.com/mpisani1/pfx9rrcfcy2y/wish/223845051 Students struggle with reading comprehension in a mathematics classroom.]]> 2018-01-23 16:00:01 UTC https://padlet.com/mpisani1/pfx9rrcfcy2y/wish/223845051 mpisani1 https://padlet.com/mpisani1/pfx9rrcfcy2y/wish/223846212 What teaching strategies and classroom techniques can a teacher use to help improve students reading comprehension in a mathematics classroom?]]> 2018-01-23 16:02:01 UTC https://padlet.com/mpisani1/pfx9rrcfcy2y/wish/223846212 mpisani1 https://padlet.com/mpisani1/pfx9rrcfcy2y/wish/223885078 In this article, a study was shown analyzing 80 high and low achieving groups of students to find correlation between reading comprehension and their success for word problems in a mathematics course.  Boonen, Koning, Jolles and Schoot (2016) write, “effectively solving a mathematical word problem is assumed to depend not only on students’ ability to perform the required mathematical operations, but also on the extent to which they are able to accurately understand the text of the word problem”.  After reading through this article, the authors explain that they assessed students’ mental representation skills and reading comprehension skills (2016).  This is important to analyze as the teacher needs to understand if students are memorizing concepts or if they are able to apply previously learned knowledge to applications.]]> 2018-01-23 17:04:50 UTC https://padlet.com/mpisani1/pfx9rrcfcy2y/wish/223885078 mpisani1 https://padlet.com/mpisani1/pfx9rrcfcy2y/wish/223885651 This article describes strategies to help students understand what to do to help understand and interpret word problems.  Through their findings, they observed that students had difficulties with reading the text, being unfamiliar with the context and taking an unsuccessful approach to set up the problem (Haghverdi, 2012, p.2923).  The studies that were documented in this article focus on both the teacher and the students.  The research describes the strategies the teachers use to help introduce and represent the applications to students and also describes the students approach to the problems.  They discovered that if a student is able to visualize and set up a diagram to understand the problem it will help increase their success in their comprehension.

]]> 2018-01-23 17:06:04 UTC https://padlet.com/mpisani1/pfx9rrcfcy2y/wish/223885651 mpisani1 https://padlet.com/mpisani1/pfx9rrcfcy2y/wish/223886712 I can relate to this article very well as one of the main goals from the author was explaining that students learn best from using visual representations for applications.  In my classes, students have a very difficult team reading the word problem and understand what it is asking.  Cankoy and Ozder (2011) “focus on the effect of the presence of visual representations in word problem solving”.  It was interesting to read through their findings and from this, I can take strategies and techniques and start implementing them into my classroom so I can have my students become more accustomed to solving applications.

]]> 2018-01-23 17:07:51 UTC https://padlet.com/mpisani1/pfx9rrcfcy2y/wish/223886712 mpisani1 https://padlet.com/mpisani1/pfx9rrcfcy2y/wish/223887241 This article explains difficulties that arise with students approaching word problems and suggests strategies for reading word problems better.  A few efficiency strategies consist of “comprehension of relations, asking questions, induction and predication, determination of importance and integration and compilation” (Amiripour, Rostamy-Malkhalifeh, & Sajadi, 2013, p.4).  In this article, the authors hypothesize relationships between using efficient representation and efficient word problem solving ability.  Using the research from this article will help give me a better idea of how to implement changes in the classroom. ]]> 2018-01-23 17:08:51 UTC https://padlet.com/mpisani1/pfx9rrcfcy2y/wish/223887241 mpisani1 https://padlet.com/mpisani1/pfx9rrcfcy2y/wish/223889095 This article describes new routines that teachers can implement in the classroom to allow the students to feel more comfortable and confident in their learning through problem solving.  The authors explain that students need to make sense of concepts and relationships in a mathematical way.  Curran and Ellis (2017) write, “once students generate new ideas and insights from problem solving, they are cognitively ready for teacher-led instruction that will help them to organize, refine and better understand how this new learning connects to prior knowledge”.  What I found helpful from this article was reading how the authors describe the changes in the classroom and how technology plays a big role in learning.  Establishing a new routine will help students make connections for real life applications. 

file:///C:/Users/mpisani/Downloads/Promoting_mathematics_learning.PDF]]> 2018-01-23 17:12:12 UTC https://padlet.com/mpisani1/pfx9rrcfcy2y/wish/223889095 mpisani1 https://padlet.com/mpisani1/pfx9rrcfcy2y/wish/223890573 After reading through this article, I learned that it is important to have your students to start thinking mathematically at all times.  Since solving word problems in a mathematics classroom is a challenging concept for students to master, is important that the teacher establishes a culture where students are thinking mathematically so they can handle complex situations.  Schoenfeld (2017) states that mathematics is conceptualized as the science of patterns.  This article encourages teachers to change curriculum content and instructional style to have students seeks solutions, not just memorize procedures.

]]> 2018-01-23 17:14:48 UTC https://padlet.com/mpisani1/pfx9rrcfcy2y/wish/223890573 mpisani1 https://padlet.com/mpisani1/pfx9rrcfcy2y/wish/223891719 This article talks about the anxiety that students face in a mathematics classroom and how their lack of self-esteem brings a negative attitude to these students which interferes with their success.  In my classroom, anxiety and low self-esteem are two of the main characteristics of a lot of the students that I have.  Confidence is a key factor in the success of students and their understanding of course content.  From the data collected in the research, studies in this article show that some factors to anxiety in the classroom are gender, ethnicity, and achievement level.  This is relatable to my classes and I hope I can improve instruction in my classroom to help eliminate anxieties for my students.

]]> 2018-01-23 17:16:41 UTC https://padlet.com/mpisani1/pfx9rrcfcy2y/wish/223891719 mpisani1 https://padlet.com/mpisani1/pfx9rrcfcy2y/wish/223892612 In this article, the authors explain the advantages of having a flipped algebra classroom verses direct instruction.  Grandgenett, Hodge, Love, and Swift (2013) state, “students in the flipped classroom environment had a more significant increase between the sequential exams compared to the students in the traditional lecture section.”  In my own classroom, I’ve noticed that the more I lecture and talk in front of the classroom, the easier it is that I lose my students focus.  By incorporating a flipped classroom where the students are more engaged and running the show, the students now take a bigger role in the instruction and have to pay closer attention to detail with the content.  Giving the students a bigger role gives them more confidence which enhances student performance.  This article is important for problem solving in class as a flipped classroom would be a good technique to try to see growth in performance for solving word problems.

]]> 2018-01-23 17:18:11 UTC https://padlet.com/mpisani1/pfx9rrcfcy2y/wish/223892612 mpisani1 https://padlet.com/mpisani1/pfx9rrcfcy2y/wish/223893618 This article describes results from a study observing students and their success rate with understanding and solving word problems.  In this study, results show that students who had the most success work the problem independently and are able to identity key words (Brunn, Lopez-Mohler, Pearce, & Skinner, 2013).  At the same time, this article also shows the influence state assessment has on the instruction for mathematical word problems.  I can relate to this topic as I feel that our Algebra 1 course is starting to change to cater to the PARCC exam and the wording of problems given on that exam.  Word problems are assigned with a new approach and students have to be able to analyze and internalize the information on their own and then relate it to real life application.

]]> 2018-01-23 17:19:49 UTC https://padlet.com/mpisani1/pfx9rrcfcy2y/wish/223893618 mpisani1 https://padlet.com/mpisani1/pfx9rrcfcy2y/wish/223895259 In this article, they list “eight processes and proficiencies that enable students to cultivate expertise in math concepts and to develop problem-solving skills germane to their grade level” (n.d.).  This article emphasizes the importance of adjusting to the common core standards and how the teacher role changes significantly.  Students need to become the center of the classroom and lead discussions.  Students need to become more driven and the teachers take a step back to watch and observe.  With this change in the role of the teacher, it holds the students more accountable and they are able to think of their own rather than be fed the information.  One of the biggest weaknesses for students solving word problems in a mathematics classroom is that they are given the set up and given too much information.  Taking a step back will enforce students expand their thinking and apply what they know so they are more comfortable approaching applications.

]]> 2018-01-23 17:22:41 UTC https://padlet.com/mpisani1/pfx9rrcfcy2y/wish/223895259 mpisani1 https://padlet.com/mpisani1/pfx9rrcfcy2y/wish/224078313 2018-01-24 03:56:44 UTC https://padlet.com/mpisani1/pfx9rrcfcy2y/wish/224078313 mpisani1 https://padlet.com/mpisani1/pfx9rrcfcy2y/wish/224078845 What strategies can I implement in the classroom to give my students confidence with applications?]]> 2018-01-24 04:01:38 UTC https://padlet.com/mpisani1/pfx9rrcfcy2y/wish/224078845 mpisani1 https://padlet.com/mpisani1/pfx9rrcfcy2y/wish/224078923 Can I collect data from my students without creating biases? Will my students identity be protected when collecting data?]]> 2018-01-24 04:02:18 UTC https://padlet.com/mpisani1/pfx9rrcfcy2y/wish/224078923