Findings
I have decided to focus on two main findings based off of my research:
1. Building upon mathematical concepts strengthens procedural ability.
My students are fairly good students when it comes to the varying areas within mathematics. However, I noticed that when I took the time to break down an idea into clear conceptual instruction that students had a much easier time producing this knowledge when the procedure called for it. Some of the students are capable of learning procedures, even without the conceptual awareness, but creating a more conceptual understanding can help those who might otherwise be struggling. Before this project, the students found difficulty in tackling a math inquiry that involved multiple steps. Afterwards, they were able to conceptualize the data and the different mathematical procedures that came with the problem. According to my assessment, this approach only deepened their learning of math.
2. Collaboration aids in conceptual understanding
One of the aspects of this project was having the students work in teams during their math inquiry. This method was an amazing asset for the students as they were working through the different procedures. They were able to use each other as resources in moments where they were unsure of their understanding. Many time I witnessed the student providing help, offering to show each other the correct method, and take time to explain why they were doing what they had done. I think it is extremely effective to have students work collaboratively in math because I believe it lends toward a deeper learning through communication of ideas and thought processes.
Phase 1 provided an opportunity for students to really enjoy the work they were partaking in. I found that the students were motivated to learn and correctly answer the math problems they were working on. They were extremely excited to take the post-test, and even more so when they realized their newfound knowledge on percent was applicable. As an educator, it was extremely exciting to see a love for learning surrounding a subject that often receives little affection.
1. Building upon mathematical concepts strengthens procedural ability.
My students are fairly good students when it comes to the varying areas within mathematics. However, I noticed that when I took the time to break down an idea into clear conceptual instruction that students had a much easier time producing this knowledge when the procedure called for it. Some of the students are capable of learning procedures, even without the conceptual awareness, but creating a more conceptual understanding can help those who might otherwise be struggling. Before this project, the students found difficulty in tackling a math inquiry that involved multiple steps. Afterwards, they were able to conceptualize the data and the different mathematical procedures that came with the problem. According to my assessment, this approach only deepened their learning of math.
2. Collaboration aids in conceptual understanding
One of the aspects of this project was having the students work in teams during their math inquiry. This method was an amazing asset for the students as they were working through the different procedures. They were able to use each other as resources in moments where they were unsure of their understanding. Many time I witnessed the student providing help, offering to show each other the correct method, and take time to explain why they were doing what they had done. I think it is extremely effective to have students work collaboratively in math because I believe it lends toward a deeper learning through communication of ideas and thought processes.
Phase 1 provided an opportunity for students to really enjoy the work they were partaking in. I found that the students were motivated to learn and correctly answer the math problems they were working on. They were extremely excited to take the post-test, and even more so when they realized their newfound knowledge on percent was applicable. As an educator, it was extremely exciting to see a love for learning surrounding a subject that often receives little affection.