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Attitude Survey
I wanted to see how my students felt about math before I implemented my intervention groups. I gave my students a questionnaire with questions about their attitude towards the subject of math and aspects of math in our classroom. Students colored in a face that varied from smiley face to sad face based on their feelings toward each statement about math.
Results
"I like math."
Before
After
Analysis
It was clear that my class's overall attitude towards math improved over the course of my action research. As you can see, I went from only 36% of my class enjoying this subject area to 75% enjoying it in only 8 weeks. I believe this is due to the fact that instruction was very individualized and differentiated for the diverse learning needs in my classroom. Students were being met where they were at and they were given strategies through my instruction that allowed them to become more confident in themselves as mathematicians. I also think that the improved attitude was due to the varied activities I introduced and used during independent practice - especially the games and computer activities. This increased engagement and got students more excited about math.
Fact Checks
Students answered all addition problems with sums up to 10 in written form. I conducted these timed fact checks in small groups so that I could visually see if students were fluently writing answers or if they stopped to count (not fluent).
Average growth
of 23%
Results
Average growth
of 23%
Analysis
The data above shows each individual student's growth in percentage correct from before my 8 weeks of implementation (red) to after my 8 weeks of implementation (green). Every single student either grew or maintained. The only two students who maintained their original score were the two that were at 100% to begin with. Overall, my class grew an average of 23 percentage points. Some students showed huge growth while other only showed a little bit of growth. Upon looking into this further, I realized that the few students who did not grow as much as others were students who were pulled out of my classroom with reading interventionists or speech language pathologists during my math centers times. This tells me that they did not grow as much as others in their fact fluency because they were not there as often as others to get the same benefits from my action plan as the other students.
Fact Fluency Interviews
Students answered 16 addition problems with sums up to 10 verbally. Interview style fact checks like this are important in order to see if students are truly fluent - meaning they can solve within 3 seconds without counting. I conducted these interviews one-on-one. The data below shows the number of students proficient from before and after the intervention.Students were considered proficient if they answered 14 or more of the 16 problems correctly within 3 seconds.
Results
Analysis
My students showed huge growth in their fact interview as well. We went from less than 8% of my students being proficient in interview to almost 42% proficient. This was amazing growth to see. All of my students showed growth in the fact interviews but not all of them showed proficiency because of the time limitation of having to get the correct answer within 3 seconds. Many of my students became more accurate in these facts and are now working on the timing aspect.
Analysis
I saw huge growth in the different ways that I collected data on my students' fact fluency. Another great way to see the progress they made is in the growth by the different fact types. Above are the different fact types I taught my students over the 8 weeks and in the order they were introduced to students in both whole group and small group settings. These show the overall class proficiency in each fact type both before and after my 8 week action plan implementation. The most growth was seen in the first few fact types taught because once they were taught, the fact types were reviewed as each new fact type was introduced. With more time, the more recently taught fact types would show similar growth.
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