Date of this Version
In this action research study of my eighth grade mathematics classroom, I investigated what would happen when I shifted part of my instruction to focus on students writing original word problems. I also investigated whether students could show measureable growth in the quality of word problems they wrote throughout the research project. Additionally, I explored whether my students would develop a more positive attitude toward word problems as a result of writing their own word problems. Through surveys and journal responses, I discovered that the focus of my teaching shifted to a role as a facilitator for my students’ writings instead of the role of the instructor. Evaluation by a rubric did not show measurable growth in the quality of word problems written by students. Student surveys, student journals and teacher journals did show a marked improvement in student attitudes toward word problems as a result of the research project. As a result of this research, I plan to continue this practice in my eighth grade classroom in the future.