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Can active listening and speaking using digital tools impact the mastery of solving math problems?Students are struggling with proficiency in math as evidenced by the results of the Smarter Balanced Assessments. These high stakes tests are high in complexity and critical thinking. They rely on students' reading ability and vocabulary comprehension to understand what the question is asking. This site seeks to give more information about how to give students more practice using vocabulary words while recording their understanding using digital tools.
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Skoglund Home Learn More Standards Inspiration About the Author
Recording Verbalization and FeedbackIn the classroom, how does a teacher engage students to be active learners? How can we allow students to learn at their own pace, and show understanding using technology and a bit of creativity? I hope these complex questions are addressed through my driving question: Does recording verbalization using digital tools impact the understanding of math concepts?
According to the 2018 statistics on the California Dashboard, students in my school district performed on average, 66.3 points below standard on the mathematics assessment. The state summary for just over 6 million students shows an average of 36.4 points below standard. This data shows a clear need for improved teaching strategies and a need to catch students up so they can be successful in future educational settings and in future careers and job pathways. By investigating the effect of recording verbalization as a meta-cognitive strategy while solving math problems, I hope to address these hard truths and help students to gain a higher understanding of complex math concepts and procedures. Additionally by giving students an opportunity to give and receive feedback from their peers, I hope to give them a chance to share their knowledge with others and clear up misunderstandings about the content. Action Research |
Watch my capstone video above for a quick preview of my project.
Students working in pairs, recording the steps they took to solve a long division problem while using academic vocabulary.
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My research seeks to help students conquer understanding of the math vocabulary by recording verbalization. Throughout the Innovative Learning Program I investigated many different concepts and strategies that could help me fundamentally change my classroom routine and practice. I launched my change in instruction and implemented my research at the end of the 2018-19 school year and continued to modify my instruction at the beginning of the 2019-2020 school year by implementing the following:
1) Students learning at their own pace in a modified flipped classroom, getting feedback from the teacher while learning from the teacher
2) Participating actively in their learning by speaking about math, using vocabulary and listening to themselves as a meta cognitive strategy
3) Listening to and giving structured feedback with peers and the teacher
4) Student created content (videos) that may be used to help others as a teaching or tutoring tool
1) Students learning at their own pace in a modified flipped classroom, getting feedback from the teacher while learning from the teacher
2) Participating actively in their learning by speaking about math, using vocabulary and listening to themselves as a meta cognitive strategy
3) Listening to and giving structured feedback with peers and the teacher
4) Student created content (videos) that may be used to help others as a teaching or tutoring tool
My initial action research explored students working independently after direct instruction to make a video that used vocabulary while solving area of parallelograms. My methods were expanded and ultimately improved for the second and third rounds.
Follow the image to view my initial research.
Second and Third Rounds of Research Results
Students were given a pre test before the start of the new content lessons. After direct instruction from the teacher students took another test to see their gain in accuracy. Then students were taught vocabulary and used the vocabulary while recording verbalization (explaining how they solved the problem) before taking a final test to measure any gains in accuracy. Two units, long division and finding factors and multiples were measured. The results show that 41% of students increased their level of accuracy after verbalization in long division problems, while 49% increased accuracy after verbalization of factors and multiples. Additionally, the average amount of increase in accuracy after verbalization was 2.15 points on a 10 point test.
Students were given a pre test before the start of the new content lessons. After direct instruction from the teacher students took another test to see their gain in accuracy. Then students were taught vocabulary and used the vocabulary while recording verbalization (explaining how they solved the problem) before taking a final test to measure any gains in accuracy. Two units, long division and finding factors and multiples were measured. The results show that 41% of students increased their level of accuracy after verbalization in long division problems, while 49% increased accuracy after verbalization of factors and multiples. Additionally, the average amount of increase in accuracy after verbalization was 2.15 points on a 10 point test.
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