***This recording could only be five minutes long, so some of the transcript has been changed for timing purposes. Here is a direct link to my WPP screencast as well.
Description of Need or Opportunity
Description of Need or Opportunity
Though we think of fractions as a basic elementary concept that begins in about third grade, I find that my eighth grade students still struggle with them. Based on NWEA and ISTEP results, our students are struggling with higher order problem solving due to misunderstanding about fractions. This is indeed a very serious problem because it affects so much of a student’s work as they enter into Algebra and beyond.
The National Council of Teachers of Mathematics (NCTM) Standards (2000) state that students in grades 6-8 should be able to: (1) work flexibly with fractions, decimals, and percents to solve problems; (2) compare and order fractions, decimals, and percents efficiently and find their approximate locations on a number line. In order to be successful with ratios, proportions, probability, rates, and functions students need to first be successful with fractions.
“Students have difficulty with fractions because they often fail to connect form and understanding.” wiki.updc.org/initiatives/math/research/fraction%20instruction.pdf To combat this, I taught fractions using several different methods including: direct instruction, hands-on modeling of fractions, and independent practice. We started with the basics; fraction strips, pies, and M& M’s.
WebQuests provide numerous resources to direct instruction rather than have students searching around the Internet for useful sites. Educators usually make Webquests or students who are lead by teachers. In addition to instruction, guided practice, and independent practice, WebQuests provide students with a more interactive way to explore fractions. “In WebQuests, students are able do more mathematical activities and explorations in a game or in a story than just practicing mathematical rules.” www.tojet.net/articles/10225.pdf
My research also lead me to the conclusion that if students are provided the opportunity to reflect on what they learn and create something that matters, they will be more likely to retain that information. “Several dozen studies indicate that computer-based multimedia can improve learning and retention of material presented during a class session or individual study period, as compared to “traditional” lectures or study materials that do not use multimedia.” teachpsych.org/resources/pedagogy/classroommultimedia.rtf
TPACK
The use of WebQuests will support students while they work at their own level of understanding and at their own pace. They will be given the opportunity to explore fractions in a non-threatening way. Students will also be able to choose methods for solving problems that are most comfortable to them. They will find that there are several ways to arrive at the same answer. Furthermore, students that are working at higher levels will be able to seek additional resources to challenge them. The student created tutorials will represent student understanding in a creative way. Students will be given the creative freedom to represent their learning with a variety of tools. These tutorials will also show students how they may incorporate technology into their own learning in the future.
In this project, students will be active participants in the development of their own understanding of fractions. They will be able to apply their new knowledge to their previous schema, thus creating a deeper understanding of this abstract mathematical concept. The use of student created tutorials will also serve as an assessment tool to determine if students have increased their confidence and understanding of fractions. This could also be an opportunity for students to connect with other learners that have similar interests or understandings. I think this element of the project will really motivate my students to be successful.
Implementation
While addressing this problem, the implementation of WebQuests worked well with my students. I was not sure if students would feel belittled by completing basic fraction modules. Quite the opposite occurred. They were sharing their experiences with each other and with me. Each groups worked well with each other to accomplish each task, and they really took their time completing each section. They enjoy completing the WebQuests and would now like to see them used more often in my classroom.
Formative: Did the project get implemented as planned?
My plan was to implement WebQuests and student created tutorials into my two remedial classes to help them better understand fractions. The implementation of WebQuests went over very well with the students. The students worked well with each other to accomplish each task and really took their time in each section. They have enjoyed completing the WebQuests and would now like to see them used more often in my classroom.
Unfortunately, I have not been able to fully implement the student created tutorials yet. Our study of fractions took longer than anticipated, and students did not come to my classroom with an understandings of creating tutorials. I have had to take class time showing individual programs. Though I feel it will be worth it in the end, it is something that we are continuing to work with. I will be placing the responsibility onto the students shortly, so that I can continue to teach other content in class. They will be finishing them up on their own time.
Summative: Evidence of success in addressing the problem of practice
I am seeing significant improvement in the students ability to add, subtract, multiply, and divide fractions. There was a difference of twenty-two percentage points between the post and pre-test. My students are demonstrating that they are connecting fractions with real-life problems. I have seen significant growth in students applying their understanding of these concepts to story problems. My students are more engaged and also more likely to share their ideas with me and one another because of this project. It was a good activity to bring our class closer. I will continue to implement these strategies into my classroom as well as suggest these strategies with my math department.
My plan was to implement WebQuests and student created tutorials into my two remedial classes to help them better understand fractions. The implementation of WebQuests went over very well with the students. The students worked well with each other to accomplish each task and really took their time in each section. They have enjoyed completing the WebQuests and would now like to see them used more often in my classroom.
Unfortunately, I have not been able to fully implement the student created tutorials yet. Our study of fractions took longer than anticipated, and students did not come to my classroom with an understandings of creating tutorials. I have had to take class time showing individual programs. Though I feel it will be worth it in the end, it is something that we are continuing to work with. I will be placing the responsibility onto the students shortly, so that I can continue to teach other content in class. They will be finishing them up on their own time.
Summative: Evidence of success in addressing the problem of practice
I am seeing significant improvement in the students ability to add, subtract, multiply, and divide fractions. There was a difference of twenty-two percentage points between the post and pre-test. My students are demonstrating that they are connecting fractions with real-life problems. I have seen significant growth in students applying their understanding of these concepts to story problems. My students are more engaged and also more likely to share their ideas with me and one another because of this project. It was a good activity to bring our class closer. I will continue to implement these strategies into my classroom as well as suggest these strategies with my math department.
