Math in the Middle Institute Partnership


Date of this Version



Math in the Middle Institute Partnership, Action Research Project Report, in partial fulfillment of the MA Degree. Department of Education. University of Nebraska-Lincoln. July 2007.


In this action research study of my fifth grade mathematics teaching, I investigated student engagement levels in the classroom, with a specific interest in the importance and effectiveness of mnemonics in learning mathematics for all learners. I defined mnemonic instruction as a strategy that provides a visual or verbal prompt for students who may have difficulty retaining information. It is a memory enhancing instructional strategy that involved teaching students to link new information that is taught to information they already know. I investigated mnemonics effectiveness in my classroom by using two student interviews, a teacher survey, two student surveys and student and teacher journals. I discovered that mnemonics works for some of my students and has become a useful tool in my classroom. As a result of this research, I plan to continue to use mnemonics not only in my mathematics class, but also in the teaching of other subject areas.