Paste your essay in here Enhancing Mathematical Achievement in Second Grade Students
Karen Weissinger-Mier
California Polytechnic State University San Luis Obispo
Abstract
Elementary school students show low achievement is mathematics compared to their peers around the world as shown in the data collected (Desilver, 2017). Patterson Road Elementary School in Santa Maria, California also shows low achievement in the scores of the current second grade class. This study is designed to explore the root causes and how to overcome the barriers faced by these students and teachers. The research will also investigate current teaching strategies and the curriculum in place to determine if it is aligned with the cognitive development of second grade students. Current teaching philosophies will be analyzed and new strategies will be tested amongst the second graders at Patterson Road School. The researcher will be discussing with parents and with students their thoughts and ideas about the current mathematical instruction.
It is clear that the current system of instruction is not effective in helping students to reach the grade level national norms. If the current system is not working, should instruction continue to be taught just as it always has been? It may be time to look at this problem with fresh ideas and the courage to think about innovative and age appropriate strategies. A broader question to be imposed is what can foster the development of mathematical concepts for the second graders.
As teachers prepare students for the future, attitudes and methods might require changes. Changes are never easily accepted, especially for veteran teachers. Yet, if the findings of this study are encouraging, it may inspire teachers to be brave enough to try new ideas for the sake of our students and the academic success they need to survive happily in the future.
Keywords: academic achievement, mathematics, teaching strategies, second grade students
Introduction
Students need to have a foundational proficiency in mathematics in the primary grades. Without the fundamental concepts, as defined by the Common Core Standards, students are unable to perform at grade level standards, and the achievement gap widens as student’s progress through their education. This can lead to test scores that are less than proficient and hinder students as they proceed to though their educational years.
This has led my colleagues to wonder why achievement in math test scores amongst second grade students at Patterson Road School is less that of their peers in the Orcutt Union School District. What factors might impede or foster these results?
a. There has been a decline is the mathematic scores of the students of Patterson Road Elementary School for a number of years. According to the California Dashboard Patterson Elementary School is not meeting its growth target, as the mathematic scores for the general population are 37.2 points below level 3, and English Language Learners fall 85.4 points below level 3. The majority of second grade scores at this particular school fall below the national norm on the NWEA that was administered in the fall of 2017.
By investigating some of the root causes of this deficit in mathematical achievement, looking at the current research, and conducting student and teacher interviews and surveys, a new perspective may be obtained that gives teachers some encouragement and helps students ability to develop the mathematical concepts needed for academic success.
b. This is a problem for all students and teachers because the student scores reflect that mathematical concepts are not being mastered by the students in second grade at Patterson Road School. This decline in math scores has been problematic for Patterson Road and also for Orcutt School District as shown on the California Dashboard. More importantly, it limits the students who are achieving below grade level, and puts them at a disadvantage when learning new concepts. The student is struggling to catch up, but yet is expected to learn new concepts without the having foundational skills mastered. The problem is more perplexing because is not just occurring at the school which is being targeting, but throughout the United States.
c. Much has been written about bolstering math scores by using various strategies to increase math test scores. These strategies include increasing math comprehension, increasing dedicated math instruction time frames, incorporation of games and student engagement techniques, assessing students more frequently, visualization techniques, peer tutoring, ability grouping, small group instruction, math journals and teaching of academic vocabulary. Also suggested to improve achievement is the use of more technology, manipulatives, and even the incorporation of music. From the research collected and analyzed it is clear that there is an achievement gap and there are various methods that might contribute to closing the achievement gap. Although there are many suggestions, these solutions are still not contributing to the overall mathematical success of students at our school or around the nation. This study hopes to head into the future with some new ideas on why the current strategies are not adequately closing the achievement gap.
Purpose Statement
The purpose of this study is to investigate current research and gain understanding of successful techniques and inspire teachers and students in the math curricular area. If science can unlock the genetic code, and modern medicine can clone animals, doesn’t it seem reasonable that the educational community should be able to understand how to effectively teach mathematical concepts to primary aged students with success? For years my peers and I have been asking ourselves this question.
To answer this, it is necessary to investigate some of the underlying causes that might attribute to underachievement in mathematics. Currently the achievement in math test scores amongst second grade students at Patterson Road School is less that of their peers in the Orcutt Union School District. What factors might impede or foster these results?
This study will analyze root causes such as parental involvement, the current curriculum, teacher, parent, and student attitudes, scheduling factors, and the use of professional development. Also, worth consideration is the alignment of math concepts with cognitive development in students. It will explore current teaching practices and evaluate innovative solutions that other studies have suggested by implemented. It will also survey and interview parents, teachers, and students to determine if students themselves can provide a key to the problem. This is a systemic problem and this study hopes to determine why current methods are not producing the results that students need.
Importance of Study
This research is important because it intends to identify root causes as this problem is analyzed. Current studies look at a number of various strategies that can aide a student in achieving proficiency in mathematics. Although, many of the methods suggested may strengthen math proficiency, this study intends to examine the opinions of students and develop suggestions for a curriculum that is sustainable, functional, and feasible.
d. The more relevant issue for educators is that the twenty first century is here and it is worth consideration to examine the fact that teachers are still using the same strategies and tools of the past. Educators should be open to new possibilities and strategies and be brave enough to consider that new possibilities may exist. This may require a new alignment of the current philosophy. The value of such a study is to help students progress into the future and assist them to believe that math is meaningful, and that it success in this curricular area is obtainable.
e. The findings in this research will be useful to Patterson Road School as well as to the Orcutt School District. The current teaching methods are not as successful as needed, since the results produced are less than stellar. The question is what are teachers willing to do about it? Exploring the root causes, and developing new methods for math instruction calls upon educators to be brave and have a broader perspective. The mistake many teachers make is that they feel they know all they need to know.
Definition of Terms
Academic vocabulary: words that are not necessarily familiar to a student that may appear
across several disciplines, are a challenge to master, and may be seen
often on assessments.
California Dashboard: an online tool that displays information of the schools in
California. It reports on local and state indicators.
Common Core Standards: a list of expectations and goals that are in place throughout
the nation that are grade specific.
Guided Math Framework: students engage in standards-based small groups where the teacher
focuses on a concept and provides a short lesson.
NWEA: measures academic progress, it stands for Northwest Evaluation Association
Literature Review
Adams, T.L., Dixon, J.K., Nolan, E.C. “Beyond the Common Core: A Handbook for Mathematics in a PLC at Work”, Bloomington, Indiana: Solution Tree Press, (2015).
Abstract: This book helps teachers to work within a professional learning community and implement standards, formulate assessments, prepare differentiated instruction, develop common homework and assignments. This book claims to ensure success in mathematics for all students.
Andrews, E.L. “Stanford neuroscience research identifies more effective way to teach abstract math concepts to children”. Stanford University. Stanford News. (July 6, 2015).
Abstract: New strategies that involve using manipulatives and symmetry to build new concepts for students and apply this new approach to new problem solving. This is called “generativity.”
This study believes it untangled how the brain comes to know mathematics
Ball, D.L., “Mathematical Proficiency for All Students: Toward a Strategic Research and Development Program in Mathematics Education”, Rand Mathematics Study Panel. Santa Monica, Ca. (2013).
Abstract: This study showed that many students graduating from high school are underperforming in the area of mathematics. The study believes that within ten to fifteen years the strategies in this study would build a base of knowledge for the effective instruction of mathematics and produce high school students who have a proficient knowledge of mathematical concepts.
Bender, W.N., and Crane, D. “RTI in Math: Practical Guidelines for Elementary Teachers.” Bloomington, Indiana. Solution Tree Press. (2011).
Abstract: RTI has used a three-tier approach for language arts for years and now these authors introduce the concept of using RTI in math instruction. This book provides guidelines and research-based strategies for implementation and instruction
.
Bryant-Jones, M., and Shimmins, K., Vega, J, “Increasing Math Achievement through the Use of Music,” Masters of Arts, St. Xavier University, Skylight Professional Development. (2013).
Abstract: This research describes how students in a fourth and second grade classroom had
low levels of math achievement, but through the use of classical music, School House Rock, and teacher-made songs, student achievement in math made a significant increase.
Cebulla, K.J., Grouws, D.A., “Improving student achievement in mathematics,” International Academy of Education. Educational Practices Series-4 (2000).
Abstract: This article explores a number of different teaching strategies that include computer usage, learning cycle approach, and systematic approaches to increasing teacher effectiveness. It provides a starting point for a comprehensive plan to improve mathematical instruction.
Cho, S., Ryali, S., Geary, D., Menon, V., “How Does a Child Solve 7+8? Decoding brain activity patterns associated with counting and retrieval strategies”, Developmental Science 14:5, (2001).
Abstract: These results demonstrate that retrieval and counting strategies during early
learning is characterized by distinct patterns of activity in a distributed network of brain regions involved in arithmetic problem imaging and developmental research can be integrated to investigate fundamental aspects of neurocognitive development.
Cohen, Miriam, “The effectiveness of Technology Integration in a Metropolitan Elementary Mathematics Program: Mad Dog Math” Proquest LLC, Ed.D. Dissertation, Northcentral
University, (2012).
Abstract: The study set out to determine the usefulness of a specific assisted computer instruction as a supplement to the current math instruction would benefit students and increase test scores. Two groups were used, at different schools and with one being the control group. A significant increase was found in the group using MDM.
Czehut, K., Drake, J., “The Achievement Gap, Revisited: An Empirical Assessment of What We Can Learn from East Asian Education.” Ph.D. Dissertation, Harvard University (2012).
Abstract: This research found greater uniformity of math instruction in Eastern Asian countries and higher parental involvement. Currently the United States ranks far below these countries in math achievement. This research also recognizes that there are limitations of existing data.
Desilver, D., “U.S. students’ academic achievement still lags that of their peers in many other countries.” Pew Research Center. (February 15, 2017).
Donovan, S.C., “Using the Guided Math Framework to Provide Differentiated Instruction,” Master of Arts in Education Action Research Papers. St. Catherine University. Paper 11, (2013).
Abstract: Using the work designed by Laney Sammons, the researcher conducted the Guided Math Framework within her fourth-grade classroom, and also used a cohort of fourteen other students. Her results show an increase in student motivations and achievement.
Grimes, K.R., “It’s Just Like Learning, Only Fun”—A Teacher’s Perspective on Empirically Validating Effectiveness of a Math App”, International Association for the Development of the Informational Society, (2014).
Abstract: This study compares the results of ten classrooms of elementary school students. The researcher uses computer generated apps, and combines this with neuroscience and cognitive models of learning.
Harms, W., “Immediate rewards for good scores can boost student performance.” University of Chicago News. Retrieved from http://news.uchicago.edu/source/william-harms), (June 26, 2012).
Abstract: University of Chicago conducted a research study and found that grades and math performance increased in students when rewards and incentives were offered for stellar scores on math assessments. Students who could see the reward while taking the test performed better also.
Hudson, S. Kadan, S., Lavin, K., Vasquez, T. “Improving Basic Math Skills Using Technology”, Masters of Arts online submission, Saint Xavier University, (2010).
Abstract: The researcher used 42 students and implemented a variety of teaching methods including cooperative learning, manipulatives, and technology. Power point, Elmo, Smart Boards, projectors, calculators and internet websites were involved on a weekly basis. A noticeable number of student increased their mastery scores.
Walker, H.P., “Investigating Mathematics: Using Active, Exploratory Activities to Further Math Education in an Elementary Classroom: Curriculum and Instruction Masters Theses. University of Arkansas, Fayetteville, (2014).
Abstract: This research concluded that with the use of games, that reviewed the concepts taught in math instruction, students math achievement improved. This study was conducted on a class of fifth grade students who were provided the appropriate math game for one hour a day.
Wojcik, P. A., “Addressing the Three Types of Learning Styles to Enhance the Understanding of Second Grade Math Concepts. Master of Arts online submission,
Nova University, (1990).
Abstract: This research used the Swassing-Barbe Modality Index to determine each child’s learning style, and math concepts were then taught incorporating each of the recommended learning styles. Pretests, posttests, and daily logs were utilized.
References
Adams, T.L., Dixon, J.K., Nolan, E.C. (2015). Beyond the Common Core: A Handbook for Mathematics in a PLC at Work. Bloomington, Indiana: Solution Tree Press.
Bender, W.N., and Crane, D. (2011). RTI in Math: Practical Guidelines for Elementary Teachers. Bloomington, Indiana. Solution Tree Press.
Andrews, E.L. (July 6, 2015). “Stanford neuroscience research identifies more effective way to teach abstract math concepts to children”. Stanford University. Stanford News.
Bryant-Jones, M., and Shimmins, K., Vega, J, (2003). Increasing Math Achievement through the Use of Music. Masters of Arts, St. Xavier University, Skylight Professional Development.
Ball, D.L., (2003). Mathematical Proficiency for All Students: Toward a Strategic Research and Development Program in Mathematics Education, (2003). Rand Mathematics Study Panel. Santa Monica, Ca.
Cebulla, K.J., Grouws, D.A. (2000). Improving student achievement in mathematics, International Academy of Education. Educational Practices Series-4.
Cho, S., Ryali, S., Geary, D., Menon, V., (2001). How Does a Child Solve 7+8? Decoding brain activity patterns associated with counting and retrieval strategies. Developmental Science 14:5.
Cohen, M., (2012). The effectiveness of Technology Integration in a Metropolitan Elementary Mathematics Program: Mad Dog Math. Proquest LLC, Ed.D. Dissertation, Northcentral
University, (2012).
Czehut, K., Drake, J., The Achievement Gap, Revisited: An Empirical Assessment of What We Can Learn from East Asian Education (2012). Ph.D. Dissertation, Harvard University.
Donovan, S.C., Using the Guided Math Framework to Provide Differentiated Instruction, (2013). Master of Arts in Education Action Research Papers. St. Catherine University. Paper 11.
Grimes, K.R., It’s Just Like Learning, Only Fun—A Teacher’s Perspective on Empirically Validating Effectiveness of a Math App, (2014). International Association for the Development of the Informational Society.
Harms, W. (June 26, 2012), Immediate rewards for good scores can boost student performance. University of Chicago News. Retrieved from http://news.uchicago.edu/source/william-harms)
Hudson, S. Kadan, S., Lavin, K., Vasquez, T., (2010). Improving Basic Math Skills Using Technology. Masters of Arts online submission, Saint Xavier University.
Walker, H.P., (2014). Investigating Mathematics: Using Active, Exploratory Activities to Further Math Education in an Elementary Classroom. Curriculum and Instruction Masters Theses. University of Arkansas, Fayetteville.
Wojcik, P. A., (1990). Addressing the Three Types of Learning Styles to Enhance the Understanding of Second Grade Math Concepts. Master of Arts online submission, Nova University.