Phase 1 Reflection
When I approached Phase 1, I was anticipating tackling a beast of a problem and doing my best to find a way to solve it. I saw a need in my class where my students found great difficulty in approaching math inquiry problems and applying their knowledge base in order to find the solutions. My students do well in math, and will more often than not be able to execute a straightforward math procedure if I were to place it out in front of them.
In determining how to use the data from the pre-test, I jumped to the conclusion that the problem I needed to address was their inability to tackle multistep math inquiries. I assumed that the issue was pulling together their learned procedural and conceptual resources to solve a problem. I believe that what I learned to see more clearly as a part of this project is that there may be a point in which these types of errors in the math inquiries are most common.
Looking back at the pre-test results and the calculations the students made during the project, I found that multiplication is an area where most students were having a hard time. I began to wonder, “Could their multiplication skills be lacking in either procedural or conceptual ability?” For phase 2, I plan to investigate how my students conceptualize multiplication, and if they are able to show me how they understand certain types of multiplication problems.
In order to make sure I am evolving my research into Phase 2, it is important to revisit my question and sub questions:
· How can I use both procedural and conceptual instruction to enhance my 5th grade students learning in math?
· How can I ensure I am improving their ability to execute a multi-step mathematical inquiry?
· How can I make sure that students are problem solving instead of simply working on word problems?
I feel that I these questions still hold true for the intentions of my Phase 2. I will not be planning to use a multi-step math inquiry as a means of instruction or practice during Phase 2 because I do not think it will be helpful for my students as they build a stronger foundation in conceptualizing multiplication. I believe Phase 2 will help me reach my original goals by addressing their need to create concepts for multiplication. Through Phase 2, I am hopefully going to be able to help them build their foundation for future multi-step math inquiries.
In determining how to use the data from the pre-test, I jumped to the conclusion that the problem I needed to address was their inability to tackle multistep math inquiries. I assumed that the issue was pulling together their learned procedural and conceptual resources to solve a problem. I believe that what I learned to see more clearly as a part of this project is that there may be a point in which these types of errors in the math inquiries are most common.
Looking back at the pre-test results and the calculations the students made during the project, I found that multiplication is an area where most students were having a hard time. I began to wonder, “Could their multiplication skills be lacking in either procedural or conceptual ability?” For phase 2, I plan to investigate how my students conceptualize multiplication, and if they are able to show me how they understand certain types of multiplication problems.
In order to make sure I am evolving my research into Phase 2, it is important to revisit my question and sub questions:
· How can I use both procedural and conceptual instruction to enhance my 5th grade students learning in math?
· How can I ensure I am improving their ability to execute a multi-step mathematical inquiry?
· How can I make sure that students are problem solving instead of simply working on word problems?
I feel that I these questions still hold true for the intentions of my Phase 2. I will not be planning to use a multi-step math inquiry as a means of instruction or practice during Phase 2 because I do not think it will be helpful for my students as they build a stronger foundation in conceptualizing multiplication. I believe Phase 2 will help me reach my original goals by addressing their need to create concepts for multiplication. Through Phase 2, I am hopefully going to be able to help them build their foundation for future multi-step math inquiries.