An Action Research Project
ABSTRACT
Increasing Math Achievement through the Utilization of Think through Math
by
Mary Lou Stout
The fifth grade students at Ella Barnes Elementary, in Corpus Christi Texas, were participants in a study to see if implementing Think through Math would increase their STAAR Math results. There are a total of four math classes being taught by two teachers: only the two classes being taught by Mary Lou Stout would be utilizing the computer program. The past two years, STAAR scores have been average, about 80% of students passing, but the goal is to have 100% of students passing. The two classes participating in the study would utilize Think through Math three times a week: two times a week at school and once at home. This program is an individualized tutorial session, which sets lessons prescribed to individual needs of each student based on their pre-test. Throughout the year, students’ six weeks grades, Common Formative Assessments (C.F.A. or benchmarks) will be tracked to see if their scores are higher than those students not participating in Think through Math. Both teachers will be teaching the same lessons, taking same assessments doing everything the same for both their classes except for Think through Math. So, one teacher (two math classes or 52 students) will be utilizing Think through Math and the other teacher (two math classes or 48 students) will not be utilizing Think through Math. At the end of the year, STAAR scores will be compared between the two groups to see if there is a greater gain from one set to another, due to the implementation of Think through Math.
Increasing Math Achievement through the Utilization of Think through Math
The purpose of this study is to determine if implementing “Think through Math” (a computerized tutorial program) will increase overall math achievement (for my fifth graders). The study will be conducted at Barnes Elementary School in Corpus Christi Independent School district. As of last year, we were not officially labeled a Title 1 school but we are very close qualifying. A Barnes Elementary there are 535 students: 76.3 % Hispanic, 18.1% White, 2.6% African American and 3.0% Asian. At risk students are made up of sixty-nine percent of our population and the economically disadvantaged are made up of forty-three percent of our population. The grade levels of our campus range from Pre-K to fifth grade. The overall daily attendance rate is 92 percent with an average tardiness rate of twelve students.
The past two years, my fifth grade students have taken the STAAR (State of Texas Assessments of Academic Readiness) math and have scored average, when compared to the state, but are trying to attain 100% passing rate. The overall math academic achievement (on report cards) for my fifth grade classes is slightly above district average. The goal is to increase math academic achievement for the fifth graders.
The study will consist of implementation of Think through Math and analyzing data from six weeks report cards, C.F. A’s (twice a year) and STAAR (once a year) all data will be compared to the other math teacher, whom is not taking part in the study. The students will begin the year by taking a pretest on Think through Math; this test will determine their individual levels for the program. Students log on to Think through Math twice a week for forty-five minutes, in the computer lab and once a week at home.
Student’s ability to access computers will be a major challenge in the study. Though, there is a computer lab in the school and we are required to sign up for as many times as we need to access it, there always seems to be a reason why the computer lab is closed. Many times, our administration closes the computer lab for anticipated testing or projects, teachers would like to complete. Most of the time testing in the lab never happens and teachers planning projects could easily sign up for extra time on the schedule, instead of asking administration to override a previously scheduled time. The other problem is that not all students have computers at home, making it impossible for them to complete their scheduled time at home. Lack of student computers at home is a significant reason most teachers don’t want to implement this math online computer program. I have researched the program and feel that if implemented correctly, it could really fill in the learning gaps and enable our math academic achievement to increase.
Background
For the past four or five year’s students have come in to fifth grade with very low math levels. Many times, students don’t take learning serious. They think no matter the effort they put forth, they will still be promoted. Students typically don’t do their best when completing Think through Math computer tutorial sessions: they want to hurry through the sessions, to see how many points they have earned. The more points they have, the more features can be added to their avatars.
Students and parents are provided with all the facts about fifth grade math: this is the grade level students must not only be successful grade wise but also on the STAAR, in order to be promoted. Since, teachers have limited math resources, in order to improve math academic achievement, Think through Math is vital to student academic growth.
In order for this study and students to be successful, we need support from administration, students, and parents. The math teacher needs to be able to have access to the computer lab twice a week. Parents and students need to realize the academic importance of strengthening student’s individual mathematic skills. If all stakeholders do their part, this research will be successful and students will have an increase in their individual math levels.
Problem Statement
Will the implementation of the Think through Math program, analyzing of various data, and small group instruction increase math academic achievement? Will the lack of student computer access, at home, decrease STAAR Math scores when compared to students not utilizing Think through Math?
Significance of the Study
This action research will directly impact teachers, students, and administration as lifelong learners. If teachers apply the newly found research to their curriculum, they will have a resource that will enable their students to become more academically successful, in math. They will also learn how to integrate technology into their instruction. If students that are willing to give 100% effort: will learn how to integrate technology, math, and will become 21st Century learners. Administration will be able to use the newly found research in other grade levels and perhaps in other subject areas. They may also be able to utilize their newly found research information if they are moved to another campus or to share with other administrators. This research study will add to the basic knowledge in math.
Definitions
1. AEIS report: Academic Excellence Indicator Stem is an annual report of a wide range of information on the performance of students in each school and district in Texas. The report also provides extensive information on staff, finances, programs, and demographics for each school and district.
2. Common Formative Assessment: C.F.A is a benchmark assessment given periodically during the year to determine student’s strengths and weaknesses. The results are utilized to target areas for classroom intervention.
3. State of Texas Assessments of Academic Readiness: STAAR is a state wide mandated standardized test for public schools. The assessment is given in primary and secondary schools to access a student’s academic achievements and knowledge learned in each grade level.
4. Think through Math: A computer online tutorial program. After a pretest it generates tutorial lessons that meet the individual needs of all students.
5. Twenty-first Century Learning: Twenty-first century learning involves a framework which enables students to critical thinking, problem solving, communication, collaboration, creativity, and innovation. A multitude of skills are embedded in core subjects, information, media and technology skills.
Review of Literature
Traditional Teaching
Making the transition from traditional teaching to Twenty-first teaching is a major area of focus in teaching, today. For hundreds of years teachers have utilized textbooks to drive their instruction. Many teach one lesson to all students in a one size fits all approach. Students are being left behind which makes it difficult for them to catch up. It is very hard to close the learning gaps, with a one size fits all approach. There needs to a balance in the classroom: traditional and twenty-first century learning. Incorporating textbooks, technology, analyzing data and other strategies will enable teachers and student to be successful in the classroom. As educators, we must be willing to incorporate other resources in their instruction, especially technology. Technology doesn’t replace teaching in the classroom but enhance it. According to Bernal (2005) technology should support and reflect classroom learning. Technology can be incorporated in many ways and should “offer opportunities to explore alternative means to teach classroom concepts” (p.2).
Incorporating Technology in Math
A study conduct by Klarreich (2004) states traditionally math teachers have used their intuition to plan their lessons but are beginning to utilize computers, which is the component that has been missing. As educators, we must use an array of teaching strategies in order to best meet the individual needs of all of our students. Many times, students come into our classrooms academically behind or not on grade level; it is up to us to fill in the gaps. A study by Slavin (2007) found that computer assisted instruction programs enhance student achievement and meet their individual needs promote higher-level thinking skills. If the instruction isn’t tailored to meet the individual needs of our students, they are all forced to work at the same pace and move on when they may not be academically proficient in the given math skill. His research also stated that, “Computer assisted instruction diagnose students’ levels of performance and then provide exercises tailored to students’ individual needs” (p.5). Determining individual levels of students’ academic levels and teaching at that level enables the student to perform at the level there are able to be successful. If students know they are learning at a level they can attain success they are most likely to give learning their all and put forth the most effort. It helps build confidence in students and helps with remediation in slower learners as well as accelerates the higher level learner. Computer technology is all around us, we all know how much our younger generation loves to play video games, why not bring technology into the classroom? A study by Roschelle, Pea, Hoadley, Gordin, and Means (2000) revealed that computer technology can aid in supporting learning, and that it is critical in developing the higher-order skills of critical thinking and analysis. Technology can be used to assist teachers teach and assist students in learning core concepts in math.
Incorporating Think through Math
According to Wood (2013) Think through Math learning software program provides immediate feedback to the instructor as well as the student. This computer software allows the students to work at their individual pace and levels. At first, students begin the program a little reluctant but right away have a boost of confidence. Think though Math provides individualized lessons and are individually paced according to each student’s needs. At the end of each series of lessons, students are given a post test: if student are successful, they move on if not they are provided with lessons in remediation. Students accumulate points and can use these points build their avatar character.
Measuring Student Progress
As educators, we must use multiple was in measuring student academic progress. Utilizing individual grades (six week basis), Think through math data (monthly basis), Common Formative Assessments (C.F.A’s) and STAAR (2013) data will provide the teacher with a vast amount of data to analyze. Once data has been disaggregated, the teacher can cross reference lessons on Think through Math to ensure students are being provided extra lessons on given skills. Teachers must meet the individual needs of all students, in order to attain growth. Educators must consider all data is taking into consideration, when planning for future math lessons.
Computer based data is easier to access since it self- generates its data reports. Think through Math can generate data reports as often as the teacher is in need of them. It runs several types of data: by learning objective, comparing students, individual skill and overall performance. Inkrott (2001) found that computer based software math programs are a great way to measure students’ progress which might otherwise be complicated to accomplish.
Summary
Educators must incorporate an array of strategies in order for students to be successful in mathematics. In order to meet the individual needs of all children, especially those that are below grade level and have gaps in their learning. Traditional teaching, computer based software (Think through Math), analyzing data, and small group tutoring are the key strategies in filling in the math gaps. After the lesson has been taught in the classroom, students receive individualized computer based learning in Think through Math. It is self-paced, students may work at their own levels, and then are assessed, they may move on to the next level (if they are successful) or may need to continue at the same level (if unsuccessful). Teachers may run individual or class reports, as needed to drive their instruction. Other forms of data such as six weeks grades, common formative assessments, and STAAR results should be used to provide small group tutorial sessions. Students will rise up to the level they are challenged to if given the guidance and support.
Action Research Design
Subjects
The target population is the fifth grade students at Barnes Elementary, which is located in Corpus Christi, Texas. The district is made up of 36 elementary schools. The average number of fifth graders is 75 students per campus. Barnes Elementary is one of the larger schools and is located on the south side of town. There are a total of 100 students that will be taking place in the study: four classrooms. Two classrooms will be taking direct part in the research (I teach math to them), the other two classrooms (another teacher teach them math) will just be used to compare six weeks grades, common formative assessments and STAAR results (with the classes taking part in the study). There are a total of 52 students in my two classrooms, that I actually teach math too. In the first class there are 25 students: 12 girls and 13 boys. The second class consists of 27 students: 15 girls and 12 boys. There are two fifth grade teachers, they each teach two math classes. One of the teachers will be taking direct part in the study, she will be incorporating whole class instruction, Think through Math, analyzing of various data. The other math teacher will incorporate traditional teaching, analyzing of data and not take part in Think through Math, on line tutoring program. So in other words, half of the fifth grade will be taking direct part in the study and the other half will be taking an indirect part in the study. Half of the grade levels math data analysis will be compared to the other half, to see which half had the most students passing STAAR Math.
Procedures
The study took place to see if utilizing Think through Math, an online math tutorial program, would increase math achievement. The first part of the study started September 12th and ended September 13th 2012. Students from Mary Lou Stout’s math classes (two classes) were given a pre math test on the computer based math program Think through Math. Mary Lou Stout, the math teacher and Barbara Massey, the technology section leader were responsible for testing and analyzing testing data. They made sure the lessons generated on Think through Math aligned with data generated. On December 10, 2012 math Common formative assessments (C.F.A’s) were given to all four math classes, the two from Mary Lou Stout and the two from Mrs. Longoria. C.F.A. reports for each teacher were generated, analyzed, and compared; the teachers were responsible for testing and analyzing of data. This data was also used to compare to see if the class taking part in the study or the class that was only incorporating traditional teaching had higher scores, at this point. From January 3, 2012 through May 2013 students from Mary Lou Stout’s classes will be taken to the computer lab twice a week for 45 minute sessions on Think through Math. They will also be assigned homework on a weekly basis for a 45 minute session on Think though Math. On January 16, 2013 a parent meeting took place to explain to parents that their involvement is key in ensuring academic success for their children. At this meeting, Think through Math was explained to parents, they must monitor to make sure their child completed their weekly math session on Think through Math. The more the students are allowed on the program the better their child would excel in math skills. Mary Lou Stout and Barbara Massey conducted the parent meeting. On March 5th the second C.F.A. was taken by all four math classes, reports generated and analyzed by Mary Lou Stout and Cynthia Longoria. Once again this data was utilized to prepare authentic lessons by Mary Lou Stout for all of the four math classes. The reports were then compared by Mary Lou Stout to determine whether her classes were scoring higher than the other two classes, which were not utilizing any other math strategy besides traditional textbook teaching. In April the first administration of the math STAAR was administrated to all four math classes, Mary Lou Stout, Barbara Massey, and Cynthia Longoria were responsible for testing. In May the results for math STAAR were generated by the state and analyze by Mary Lou Stout. They analyzed and compared scores from all four classes to determine if Mary Lou Stout’s classes or Cynthia Longoria’s classes had higher overall scores, compared by math objectives. Did the two classes (Mary Lou Stout’s) with all the interventions make more progress (score higher by objective) or did Cynthia Longoria’s class which utilized no interventions besides textbook teaching make more progress (score higher by objective). Every six weeks grades will be compared, to see if the two classes which are involved in the study are making higher grade or again are the two classes (Longoria) making higher grades.
Data Collection
The data being collected throughout the study comes from generating and analyzing math reports. There will be two classes (Stout’s) that will be taking the pre-test from Think through Math and logging in three times a week, twice at school and once at home. Reports will be generated and analyze to determine areas that need to address either in the classroom. Math Common Formative Assessments scan trons will be scanned by the individual teachers and the computer software will generate reports. The teacher will analyze all C.F.A. data from all four of the fifth grade classes. The other assesssment utilized was the math STAAR and the state generates the data, all four classes’ results were analyzed to determine which of the two classes in the study attained 100% passing or closest to it. The last data that was collected was the six weeks report card math grades. Mary Lou Stout generated a spreadsheet and entered all the math grades for the entire grade level. Once all the math grades were entered an overall class average was generated to determine in which order the four classes ranked the highest. Again, did the two classes taking part in the study or the two classes not taking part in the study make overall higher grade.
Conclusions and Recommendations
Conclusions
After analyzing the results from students report cards, C.F.A.’s (conducted twice a year), and end of the year STAAR Math assessment it is evident the implementation of the Think through Math program was a successful intervention. All of the sources of data showed an increase in Mrs. Stout’s classes over Mrs. Longoria’s due to the fact that her students utilized the Think through Math program faithfully three times per week for one school year. Mrs.Longoria’s classes didn’t have any type of interventions and failed to have as much as an increase in testing as Mrs. Stout’s classes. Nevertheless, though Mrs. Stout’s class did show significant gains over Mrs. Longoria’s classes, she didn’t attain 100% passing as previously predicted.
Reflection
Now that the research is over, I do feel that even though my two classes didn’t attain 100% passing scores on the STAAR Math for 2013, I do feel we did show significant growth from last year’s scores. I think that we could have attained our goal if we might have given those students without home computer access time to complete their home portions before or after school. As educators, we need to accommodate for student’s home lives: school supplies and lack of computers. This research did show an increase in math achievement just not what was originally set out to attain.
Recommendations
Since the Action Research Plan was very close to being successful: I would highly recommend implementation of Think through Math for all students. This program was highly effective; I didn’t attain the 100% passing rate but instead reached 98%. Last years, passing rate was 86% of all 5th graders, so this program was effective. I would recommend utilizing the program 3 times at school for 45 minutes instead of 2 times at school and once at home. I think changing the way Think through Math is implemented would result in higher results because all the students would be able to access the program, no matter if they have computers at home or not.
Concluding Remarks
Finally, this research plan of implementing Think through Math 3 times a week for 45 minutes is successful because it is an individualized tutorial. This program is successful because it meets the individual needs of all students. Investing the time in this research was well worth it; our scores increased by 12% which means only 2 of my students weren’t successful.
References
Bernal, Y. (2005). A Standards-Based technology elementary school curriculum. Retrieved from
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Inkrott, C. (2001). Beyond drill and practice: Managed courseware and electronic portfolios.
Multi Media Schools. (8) 3, 38-44
Karreich, E. (2004). Math lab. Computer experiments are transforming mathematics. Pro Quest
Education Journals. 166, 264-270
Roschelle, J.M., Pea, R.D., Hoadley, C.N., Means, B.M. Gordin, D.N., (2000). Changing
and what children learn in school with computer-based technologies. Future Child. 10(2), 78-
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Slavin, R.E., (2007). Best evidence encyclopedia: Effective programs in elementary mathematics
Retrieved from http://www.bestevidence.org
Wood, B., (2013). Teachers trained on new STEM learning technologies. Retrieved from
http://desertnews.com/article/865584404
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