Rationale

Data

The two pillars of quantitative sources were collected from an initial district assessment (Adding and Subtracting Whole Number Facts to 20) in coordination with the MAP testing baseline. After the initial district assessment and MAP test results were received, the category of number sense became more of a concern to me. Over 64% of my class scored an average or below score on the baseline MAP test while the same percentage earned a beginning score on the district assessment.

11/17 (64.7%) of students were at an average or below score in the category of number sense on the MAP test.

6/17 (35.3%) of students were at a high average to high score in the category of number sense on the MAP test.

11/17 (64.7%) of students scored a beginning score (0-34 problems correct out of 49) on fluently subtracting whole number facts with differences from 20.
3/17 (17.6%) of students scored a proficient score (39-43 problems correct out of 49) on fluently subtracting whole number facts with differences from 20.
3/17 (17.6%) of students scored an advanced score (44-49 problems correct out of 49) on fluently subtracting whole number facts with differences from 20.
4/17 (23.5%) of students scored a beginning score (0-34 problems correct out of 49) on fluently adding whole number facts with sums to 20.
1/17 (.05%) for both progressing and proficient on fluently adding whole number facts with sums to 20.
11/17 (64.5%) of students scored an advanced score (44-49 problems correct out of 49) on fluently adding whole number facts with sums to 20.

Justification

The history behind my decision to center my focus on small group math instruction and math stations was the scores from the MAP test, the scores from the district assessment, and the initial success of the implementation of guided math in my classroom. MAP stands for Measure of Academic Progress, and it is a computerized adaptive test which helps teachers improve learning for all students by giving specific measurable data in areas of math. The scores from a MAP report helps a teacher make informed decisions to promote a child's academic growth. The MAP testing scores used were from the first semester of school in Fall of 2016 to compare with their most recent score of Spring 2017. I began to incorporate games or hands-on activities instead of seat work and worksheets once I received the MAP scores that students achieved. I felt that students were doing too many worksheets, so I wanted to change that to hands-on, researched-based activities. I wanted to keep small group stations, but I tried to modify it every week based on the skill. I was using guided math stations at that time, but I felt I needed the extra effort to make my stations the best for my students.

The stations needed to fit the math skill resembling that unit. Some units took longer than a week. Some math stations acted as fillers (not geared toward the skill for the unit), and they did have some benefit to them. The stations that had actual research supporting their effectiveness only helped my students improve in the category of number sense. The strategies that were in place were needed to enhance student knowledge, and the researched stations would be more effective.

Stations included hands-on games and manipulatives that would assist in the acquisition of that unit's skill. Such hands-on activities, games, and manipulatives were one of the areas that I decided to focus my research on.