My Essential Question has evolved into: How does inquiry based instruction and a positive math mindset increase student performance in the mathematics classroom? This study takes place in a fourth grade classroom. The purpose of this study is to use data to determine if developing inquiry strategies in mathematics will help increase a positive math mindset, resulting in higher student performance on Bridges in Mathematics assessments. Bridges in Mathematics, currently being used in a northern California elementary school, is a Common Core aligned math curriculum created by the Math Learning Center.
Through teaching inquiry, this study will measure student’s math mindsets and performance levels in Bridges in Mathematics. The following themes were identified: inquiry, positive math mindset, and collaboration. Through this study, I will model Arthur Costa’s Levels of Questioning into mathematics, as well as provide opportunities for students to apply their learning in order to ask leveled questions within mathematics. The justification for this process is that it will help them understand how to apply questioning in mathematics and become aware of their metacognitive thinking and strategies. Students will learn about the brain and how to use a growth mindset in the mathematics classroom. I plan to embed videos, tutorials, and visual graphics into their google classroom links in order to support student learning. I will facilitate student conversation focused around inquiry and a positive math mindset. Where I initially struggled was in the combination of data to use in order to support my study. Through one-on-one meetings and personal study, I have decided to do use both quantitative and qualitative data. Quantitative data, such as the Bridges in Mathematics assessments, will monitor student performance and growth based on Common Core Standards. Student observation in both mindset and inquiry will provide qualitative data. The combination of both quantitative and qualitative data will yield more powerful and concrete results. The evolution of my thought and practice became more defined as I applied my area of study to the instructional design models we have been learning about. The Pebble in the Pond model states that you start with the, “pebble” which represents the problem. From there you design instruction with procedures based around solving that problem. I will partly model my steps after this model by using sequential order with clear procedures. Problem = Students lack the ability to apply inquiry skills and a positive math mindset within mathematics Analysis = Summary of learning, obstacles/limits for learning, ways that obstacles were overcome, focus on key learning, looking at the next steps, Strategy = Think-Pair-Share, applying Arthur Costa’s Level’s of Questioning within mathematics, Google Forms for immediate and individual feedback, Bridges in Mathematics student performance assessments, informal assessments, monitoring student conversation, whole class direct instruction, and small group instruction Design = Video tutorials, quizzes, polls, open-ended questions, facilitating student conversation based on inquiry and metacognitive thinking, redesign/readjust student learning experiences based on student feedback Production = Completion of Bridges in Mathematics assessments, the ability to articulate the inquiry process in mathematics, the capacity to display a positive math mindset. The SITE Model (Sociocultural, Informational, Technical, and Educational) intertwines connections between the learner and three sub-contexts: informational, sociocultural, and technical. One goal of the SITE Model is to have the designer understand the context of the learners in order to design products (or curriculum) that will enable the learner to successfully engage within that context in order to gain skills and knowledge that will help them accomplish their educational goals. My goal is for my students to understand how to use inquiry along with a growth mindset in mathematics in order to show growth in student performance. Clark writes that to successfully teach a task, one must first teach a set of procedures for how to successfully complete that task. A successful format that Clark uses is to first list the step, the action, followed by an example. To use inquiry in mathematics, the instructor must first teach the procedures that lead to using inquiry successfully. Procedures will be a big part of my capstone. I am envisioning large numbers representing the steps for teacher’s to take in order to teach inquiry and implement a positive math mindset in their classrooms. Each number would have a link that takes them to a clear set of procedures to complete that particular step. To answer the question about how my knowledge of TPACK has evolved in my practice, I first had to refresh my brain in the TPACK model. I found a helpful video on Common Sense Education that I will link below. With the TPACK it is important to start with content and pedagogy, and then layer in technology. This ensures that I will not loose site of goals and objectives for student learning Technological- This step addresses how to select use, and integrate technology into teaching. It is important to focus on the content of the technology so that it provides deep and lasting learning. I used technology programs for math like Prodigy and Sumdog to support student learning. I used Google Classroom to assign videos and quizzes that were created on Google Forms in order to get immediate student feedback and provide 1:1 support. This also provides the opportunity to redesign/readjust student learning experiences based on student feedback. Pedagogical- This is, “the how” that has to do with learning theories and instructional design. I have used instructional strategies like Think-Pair-Share. To design instruction for each individual student I have broken my content into small groups for math, and facilitated student conversation opportunities about inquiry and growth mindset in mathematics. Content Knowledge- This is, “the what” that has to do with teacher expertise on the content taught. This includes facts and concepts. I study the math curriculum before instruction, research about inquiry and growth mindset, and applying my research to designing student instruction. One place this is done as at our Number Corner where students have conversations about their thinking while using math vocabulary. This collaborative time allows for students to interact with the content in a meaningful way. TPACK Model Video on Common Sense Education: https://www.commonsense.org/education/videos/introduction-to-the-tpack-model
5 Comments
|
AuthorWrite something about yourself. No need to be fancy, just an overview. Archives
May 2019
Categories |