LAKE COUNTY SCHOOLS
ACTION RESEARCH PROJECT
OFFICE USE ONLY
Posted ______________
By _________________
Component 4-401-002
Point Value: 10-30
TO BE COMPLETED BEFORE ACTION RESEARCH IS INITIATED
Teacher
Researcher
Name
Anne Harris
School or
Department
Cypress Ridge Elementary
Issue or Topic
The problem is the inability to interpret math word problems in order to solve them correctly.
Research
Hypothesis
Emp.
ID
Will modeling and instruction of strategies for interpreting math word problems improve my students’
abilities to use the strategies and reach accurate solutions on math tests by the end of the semester?
Principal‘s
Signature
Date
TO BE COMPLETED AT CONCLUSION OF ACTION RESEARCH
RESEARCH PROCESS
1.
What student data formed the baseline?
My student data included teacher observations, STAR Math scores, math tests, and practice work.
2. What research resources, i.e., books, documents, were studied?
Resources I used included NCTM Navigations books, information from Thinking Math class, sharing
with PLC math teachers.
3. What student demographic groups were used and how were they selected?
I selected 6 students that I’d observed repeatedly making errors when solving word problems during
practice work and on weekly tests. These first graders all scored 5-9 months below grade level on
the STAR Math test in September. Of the 6, two receive ESE services: one is SLD and ADHD,
another is language impaired. Four are boys, two are girls. Four of the six qualify for free/reduced
lunch. One is African American, one Hispanic, and four Caucasian.
4. What strategies were implemented during the study?
I modeled strategies for analyzing word problems: focusing on the question, locating the information,
choosing a strategy to solve it (draw a picture, use counters, act it out, add or subtract); with whole
class instruction, peers explained their strategies used. I worked with the target group in weekly
small groups.
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5. What was the timeline for the study?
October 2009-May 2010
Approved
Disapproved
Comments
Principal
assigns
10-30 points
Principal’s
Signature
Director of Staff
Development
Signature
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Date
Date
Acknowledged
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LAKE COUNTY SCHOOLS
ACTION RESEARCH PROJECT - SHARING THE RESULTS
[Complete online and email to Haskinsbj@lake.k12.fl.us]
Title of Action
Research Project
Solving Word Problems
Name of Teacher
Researcher
Anne C. Harris
Name of School
Cypress Ridge Elementary
Grade Level
first
Answer the following questions in your abstract. DO NOT USE teacher or student names.
1. Classroom Problem: Provide a description of your identified classroom problem.
2. Research Process: Provide a detailed description of your research process.
3. Collection and Analysis: Provide a narrative summary of your collected and analyzed data.
4. Action: Provide a summary of your decisions based on your analyzed data.
5. Professional Reflection: What did you learn through this process? How did conducting action
research impact your teaching?
ABSTRACT:
In September 9 students scored 5-9 months below grade level on the STAR Math test. In
addition, I observed on several occasions that 6 of these students had difficulty using counters to
solve word problems that involved basic addition and subtraction (how many in all, how many are
left). Notably, they did not interpret the problems correctly with consistency. My hypothesis was
that by working with the children in small groups, teaching them to analyze word problems, they
would become proficient problem solvers.
I worked weekly with the children in small groups teaching a variety of methods to use. I utilized
the Thinking Math strategy of incorporating the students’ names into the word problems, which
appeared to be equally motivational to all the children. Even if it was a friend’s name and not the
specific child, the children reacted positively to this strategy, giving these word problems a fun
quality. Another Thinking Math strategy I used was posing the question first before giving the
information in the problem. Sometimes we used highlighters to highlight the question and
information to maintain a visual cue of important parts of the problem. I modeled verbalizing what
I was doing, getting appropriate counters or drawing a picture, and I had the children do the same
thing, too. I used much modeling and guided practice with the group. A constant part of the
problem solving was talking through it- why did you do what you did, what can we use or do to
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find the answer.
Data included STAR Math results, charted below. All of the children in this group made better
than one year’s gain. I also relied on teacher observation while the children were working on
practice activities and problem-solving portions of math tests to determine the level of student
success. I soon began to see that Students 1, 3, and 5 were improving on their abilities to
interpret and solve problems. Student 5 was discontinued from the group. Students 1 and 3
needed the small group attention to stay on task and continue to build confidence. Students 2
and 4 got to the point that they recognized and could solve “how many are left” and “how many in
all” problems, but applying missing addend or subtrahends, or skip counting in word problems
required much guided practice.
STAR
*SLD/ADHD
**language
Math
impaired
Results
Student 1
Student 2*
Student 3
Student 4
Student 5
Student 6**
Sept.
0.5
0.1
0.0
0.0
0.3
0.6
Jan.
1.3
1.3
0.5
0.5
1.7
1.1
May
2.1
2.0
1.6
1.8
1.7
2.1
I was not able to discern that one strategy worked particularly better with any subgroups. All the
children responded positively to using highlighters, seeing their names in problems, and using a
variety of manipulatives while working. Using the strategy of reading the question first was helpful
to 3/4 of the boys, as they each stated that they knew they’d be performing a certain operation
based on the question, and they were usually correct. Verbalizing, along with the action of the
steps (drawing or moving manipulatives) was probably the most significant factor in helping the
children to interpret the problem. I always expected the children to explain how they found a
solution, which was not easy for Students 2 and 6. In our small group it helped the kids to hear
each other’s methods of solving problems. Students 3 and 5 were the first to rely on
manipulatives less and mental strategies more in solving the problems. Attached work samples
show some types of problems we worked on.
On Math tests, there were usually from 2 to 4 word problems to solve. All of these students would
correctly solve 50% or less when I started this process. As they progressed, 4/6 were able to
correctly solve word problems at a rate of 75% or better.
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One of the things I learned was that seemingly simple strategies can have a big impact. I found
that to be true with posing the question first in a story problem. Particularly with 3 boys, it was a
confidence booster, as they often recognized right away what they would need to do. It’s
important to try various strategies in order to find what can best help the kids.
Another thing that I focused on more and will continue to focus on is practice, practice, practice!
The repeated practice enabled the children to get much better and to see themselves as
competent problem solvers. As a result of this process, I incorporated much more problem
solving practice than I have in past years and my students are better at it because of it.
Source: A Guide to Becoming an Action Research – Department of Education
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