## Math in the Middle Institute Partnership

## Departament of Teaching, Learning, and Teacher Education: Master's of Arts in Teaching, Summative Projects

The requirements for the written product of teachers' action research projects differ for participants seeking MA and MAT degrees.

For those seeking MA degrees, the product of a teacher's action research is called a

**summative project**and this, along with a portfolio, are the requirements of the MA master's degree. The summative project for an MA degree is expected to be more in depth than an action research report for an MAT degree with regard to the data analysis, discussion of findings, and conclusions sections and is, therefore, typically longer in length than MAT action research reports.

### 2009

Problems With Problem Solving: Assessing Written Solutions of Mathematical Habits of Mind Problems, Ali Arndt

Strengthening Student Understanding by Implementing Rubrics to Provide Effective Feedback, Mindy Fichtner

Oral Presentations: Exploring Presentations of Homework Problems as an Alternative Assessment Tool, Michael Ford

Reviewing, Rethinking and Revising Homework Expectations in a Seventh Grade Math Class, Marilyn Hein

Improving Problem Solving by Improving Reading Skills, Shayne Hite

Creating Meaningful Homework and Implementing Homework Presentations to Aid in Mathematics Instruction, Gretchen Long

Forgetting to Remember: Formative Assessment in Sixth Grade Mathematics Classroom, Corie Lubash

Project Based Instruction in a Sixth Grade Mathematics Classroom: A Case of Roller Coasters, Lori L. Pierce

Mathematical Communication and Achievement Through Journal Writing, Cathy Schultz

Reading Mathematics, Geri Steinbrink

### 2008

Vocabulary Instruction as a Tool for Helping Students of Diverse Backgrounds and Ability Levels to Understand Mathematical Concepts, Joan Brethouwer

Summarization in Math Class, Scott Eckman

Improving Communication about Mathematics through Vocabulary and Writing, Kelly Georgius

Attitudes, Confidence, and Achievement of High-Ability Fifth Grade Math Students, Bradley D. Piper

A Study of the Summarization of Word Problems, Tara Schwanebeck

Five Processes of Mathematical Thinking, Toni Scusa

Writing Relevant Word Problems: Seeking to Increase Student Mathematical Achievement, Amanda Stark

Mathematical Communication Within a Daily Small-Group Learning Environment, Amy L. Wilson

### 2007

It Is Not Just the Solution Anymore, Carol Brown

Writing in the Mathematics Classroom: Does It Have an Effect on Students’ Mathematical Reasoning?, Rachel Bunnett

A Study of the Role of Mnemonics in Learning Mathematics, Kathy DeLashmutt

The Use of Think-Aloud Strategies to Solve Word Problems, Lisa M. Henjes

A Study of Written Communication: Showing Your Steps, Megan Kelly

Connections Between Communication and Math Abilities, Rachelle Mayo

Using Cooperative Learning to Promote a Problem-Solving Classroom, Amy Nebesniak

Building Math Esteem in Fifth Grade Students, Karen Schur

Here is the Plan: So What is the Question?, Dot Snesrud

An Investigation into Careless Errors Made by 7th Grade Mathematics Students, Andrea Wiens

Increasing Student Confidence and Knowledge through Student Presentations, Lori Ziemba

### 2006

Student Problem Solving, Michael A. Cobelens

The Role of Habits-of-Mind Problems, Student Self-Assessments and Self Reflections In a 6th Grade Math Class, Garold J. Furse

Discourse and Cooperative Learning in the Math Classroom, Karen Hillen

Factors that Influence Mathematics Attitudes, Natalie Jenkins

An In-Depth Study of Student Engagement, Laura Parn

Improving Mathematics Problem Solving Through Written Explanations, Janet Schlattmann

Math Anxiety: What can teachers do to help their students over come the feeling?, Danielle Swanson