2nd Grade Teacher
CADRE Student
Guided Math and Strategic Math Stations
DATA
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Why is it being implemented? (rationale based on quantitative and qualitative data)
I focused on improving the stations where students were rotating to. This way, students could receive the independent and hands-on activities that were needing improvement based on MAP scores (specific categories such as geometry, number, algebra, and data). There were 11/17 (64.7%) of students at an average or below score (60th or below percentile) in the category of number sense on the initial MAP test. My observations led me to believe students were going through the routine of math stations without much attention to the purpose of the activities. It was a “get it done and move” reality instead of focusing on the meaning. MAP scores suggested a need for growth in the category of number sense. In addition, a district assessment which tests a student's ability to fluently add and subtract whole number facts from 1 to 20 also suggested this was an area of weakness.
Survey
MAP Data
Math Journals
These examples of student math journals exemplify what students accomplished every day during journal time of this study. The journals consisted of math problems related to the topics that had been learned previously. I wanted to ensure students were retaining this knowledge longer than a short period of time and hopefully for the years to come.
The writing portion allowed students to discuss their own thinking process of how they solved a specific problem. I found that this form of data collection was the most concrete to me as the teacher. I was able to monitor each student's entry every day of this study.
Fluently Adding and Subtracting Whole Number Facts
End of the study District Assessment and MAP Test
*One more student added to data collection because of a new student added to our classroom.
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5/18 (27.8%) of students were at an average or below score in the category of number sense on the MAP test
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13/18 (72.2%) of students were at a high average to high score in the category of number sense on the MAP test.
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0% of students scored in the Lo category (%<21)
Subtraction
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3/18 (16.7%) of students scored a beginning score (0-34 problems correct out of 49) on fluently subtracting whole number facts with differences from 20.
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2/18 (11.1%) of students scored a progressing score (35-38 problems correct out of 49) on fluently subtracting whole number facts with differences from 20.
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3/18 (16.7%) of students scored a proficient score (39-43 problems correct out of 49) on fluently subtracting whole number facts with differences from 20.
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10/18 (55.5%) of students scored an advanced score (44-49 problems correct out of 49) on fluently subtracting whole number facts with differences from 20.
Addition
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No students scored less than a progressing score on the most recent assessment.
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2/18 (11.1%) scored a progressing score (35-38 problems correct out of 49) on fluently adding whole number facts with sums of 20.
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1/18 (5.6 %) of students scored a proficient scored on fluently adding whole number facts with sums to 20.
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15/18 (83.3%) of students scored an advanced score (44-49 problems correct out of 49) on fluently adding whole number facts with sums to 20, which was 20% higher than the first assessment.
This survey was presented to students at the beginning of the study. The questions were created based off of two emotions: happy and sad. This signified their interest or liking in math or their sadness and not taking an interest in math. Question #2 was directed to the students in the happy face stating "I have never liked math" and to the sad face stating "I disagree because I have or do like math."
This survey was also given to them at the end of the study. The questions were the same, as I wanted to see if their reactions would be any different compared to the first survey. This signified their interest or liking in math or their sadness and not taking an interest in math pertaining to the question. Question #2 was directed to the students in the same manner it was in the pre-survey.
First MAP Test (Fall 2016)
Last MAP Test (Spring 2017)
The MAP test was conducted twice in this study. There were 17 students that took the test the first time, while 18 students took the test the last time due to a new student. Our class scored over four points higher in the Mean (average) category compared to the Norm Grade Level average. The first MAP test showed 11 students scoring an average or below score, with one student in the "Lo" category. However, the last MAP test showed only six students scoring an average or below with zero students scoring in the "Lo" category. Additionally, the last MAP test showed 2 additional students scored in the "Hi" category compared to the initial MAP test.
MAP
The components of data collected showed me how altering my instruction changed math operations achievement during my study. The daily math journals were used for students to solve problems and explain their thinking. I then looked at each students' math journal and made notes of what I needed to address in the following day's instruction. The final MAP scores of the year showed positive growth. Every student had improved their scores while over 72% scored at a high average to high score in the category of number sense. The district assessment, when given at the end of the year, showed that only three students scored a beginning score on fluently subtracting whole number facts with differences from 20. This is an improvement from the initial 11 students who scored beginning on the initial District Assessment. Students demonstrated proficiency on fluently adding and subtracting whole number facts from 20. The scores improved dramatically as 83.3% scored as advanced; and 0% remained at the beginning level. This was an improvement of nearly 20% in the advanced category. The data validated that guided math groups and math stations with games are effective ways to improve math operations achievement. There is further work to be done in pushing kids to the next level, as that job is never finished.