Math in the Middle Institute Partnership

 

Date of this Version

7-2009

Comments

Math in the Middle Institute Partnership, Action Research Project Report, in partial fulfillment of the MA Degree. Department of Teaching, Learning, and Teacher Education. University of Nebraska-Lincoln. July 2009.

Abstract

In this action research study of my seventh grade mathematics class, I investigated whether de-emphasizing homework assignments as daily grades while stressing them as daily practice encouraged students to focus more on the learning rather than the daily grade. As part of this study, I also looked at how this change in homework expectations affected my daily teaching. I discovered that having students keep notes, examples, practice problems and homework assignments in a notebook helped them concentrate more on the process of getting answers and why they may of had an incorrect answer. Students were more likely to discuss with their peers how answers were found when comparing answers showed differences. When we reviewed the answers, they were more willing to ask questions about why their answer was wrong and then make corrections. As a result of this research, I plan to continue having seventh graders keep using notebooks to organize their notes, examples and assignments.