## Sample Action Research Paper In Mathematics

Partial fulfillment of TEAC 888, Teacher as Scholarly Practitioner from the Department of Teaching, Learning, and Teacher Education University of Nebraska-Lincoln

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

For those seeking MAT degrees, the Action Research Report is only one component of the MAT master's degree exam, the rest of which is comprised of mathematics questions, including an expository paper.

Follow

#### 2009

Using Cooperative Learning In A Sixth Grade Math Classroom, Teena Andersen

Algebra in the Fifth Grade Mathematics Program, Kathy Bohac

Real Life Problem Solving in Eighth Grade Mathematics, Michael Bomar

Holding Students Accountable, Jeremy Fries

Writing In Math Class? Written Communication in the Mathematics Classroom, Stephanie Fuehrer

The Role of Manipulatives in the Eighth Grade Mathematics Classroom, Michaela Ann Goracke

Reasonable or Not? A Study of the Use of Teacher Questioning to Promote Reasonable Mathematical Answers from Sixth Grade Students, Marlene Grayer

Improving Achievement and Attitude Through Cooperative Learning in Math Class, Scott Johnsen

Oral Communication and Presentations in Mathematics, Brian Johnson

Meaningful Independent Practice in Mathematics, Michelle Looky

Making Better Problem Solvers through Oral and Written Communication, Sheila McCartney

Student Understanding and Achievement When Focusing on Peer-led Reviews, Ryon Nilson

Students Writing Original Word Problems, Marcia Ostmeyer

Cooperative Grouping Working on Mathematics Homework, Maggie Pickering

Making Sense of Word Problems, Edie Ronhovde

Oral and Written Communication in Classroom Mathematics, Lindsey Sample

Written Communication in a Sixth-Grade Mathematics Classroom, Mary Schneider

The Use of Vocabulary in an Eighth Grade Mathematics Classroom: Improving Usage of Mathematics Vocabulary in Oral and Written Communication, Amy Solomon

Enhancing Problem Solving Through Math Clubs, Jessica Haley Thompson

Communication: A Vital Skill of Mathematics, Lexi Wichelt

Mathematical Communication through Written and Oral Expression, Brandee Wilson

#### 2008

Oral Presentation: Exploring Oral Presentations of Homework Problems as a Means of Assessing Homework

Building Confidence in Low Achievers through Building Mathematics Vocabulary, Val Adams

An Uphill Battle: Incorporating cooperative learning using a largely individualized curriculum, Anna Anderson

Using Descriptive Feedback In a Sixth Grade Mathematics Classroom, Vicki J. Barry

Does Decoding Increase Word Problem Solving Skills?, JaLena J. Clement

Using Non-Traditional Activities to Enhance Mathematical Connections, Sandy Dean

Producing More Problem Solving by Emphasizing Vocabulary, Jill Edgren

Reading as a Learning Strategy for Mathematics, Monte Else

Perceptions of Math Homework: Exploring the Connections between Written Explanations and Oral Presentations and the Influence on Students’ Understanding of Math Homework, Kyla Hall

Homework Presentations: Are They Worth the Time?, Kacy Heiser

Reduce Late Assignments through Classroom Presentations, Cole Hilker

Mathematical Communication, Conceptual Understanding, and Students' Attitudes Toward Mathematics, Kimberly Hirschfeld-Cotton

Enhancing Thinking Skills: Will Daily Problem Solving Activities Help?, Julie Hoaglund

Can homework become more meaningful with the inclusion of oral presentations?, Emy Jones

Confidence in Communication: Can My Whole Class Achieve This?, Emily Lashley

Exploring the Influence of Vocabulary Instruction on Students’ Understanding of Mathematical Concepts, Micki McConnell

Using Relearning Groups to Help All Students Understand Learning Objectives Before Tests, Katie Pease

Cooperative Learning in Relation to Problem Solving in the Mathematics Classroom, Shelley Poore

How Student Self-Assessment Influences Mastery Of Objectives, Jeremy John Renfro

RAP (Reasoning and Proof) Journals: I Am Here, Bryce Schwanke

Homework: Is There More To It Than Answers?, Shelly Sehnert

Written Solutions of Mathematical Word Problems, Marcia J. Smith

Rubric Assessment of Mathematical Processes in Homework, Aubrey Weitzenkamp

Calculators in a Middle School Mathematics Classroom: Helpful or Harmful?, Leah Wilcox

#### 2007

Pre-Reading Mathematics Empowers Students, Stacey Aldag

The Importance of Teaching Students How to Read to Comprehend Mathematical Language, Tricia Buchanan

Cooperative Learning as an Effective Way to Interact, Gary Eisenhauer

Generating Interest in Mathematics Using Discussion in the Middle School Classroom, Jessica Fricke

“Let’s Review.” A Look at the Effects of Re-teaching Basic Mathematic Skills, Thomas J. Harrington

The Importance of Vocabulary Instruction in Everyday Mathematics, Chad Larson

Understanding the Mathematical Language, Carmen Melliger

Writing for Understanding in Math Class, Linda Moore

Improving Student Engagement and Verbal Behavior Through Cooperative Learning, Daniel Schaben

Improving Student Engagement and Verbal Behavior Through Cooperative Learning, Daniel Schaben

Improving Students’ Story Problem Solving Abilities, Josh Severin

Calculators in the Classroom: Help or Hindrance?, Christina L. Sheets

Do Students Progress if They Self-Assess? A Study in Small-Group Work, Cindy Steinkruger

Why Are We Writing? This is Math Class!, Shana Streeks

Effects of Self-Assessment on Math Homework, Diane Swartzlander

The Effects Improving Student Discourse Has on Learning Mathematics, Lindsey Thompson

Increasing Teacher Involvement with Other Teachers Through Reflective Interaction, Tina Thompson

Increasing Conceptual Learning through Student Participation, Janet Timoney

Improving the Effectiveness of Independent Practice with Corrective Feedback, Greg Vanderbeek

#### 2006

Using Math Vocabulary Building to Increase Problem Solving Abilities in a 5th Grade Classroom, Julane Amen

Departmentalization in the 5th Grade Classroom: Re-thinking the Elementary School Model, Delise Andrews

Cooperative Learning Groups in the Eighth Grade Math Classroom, Dean J. Davis

Daily Problem-Solving Warm-Ups: Harboring Mathematical Thinking In The Middle School Classroom, Diana French

Student Transition to College, Doug Glasshoff

The Effects of Teaching Problem Solving Strategies to Low Achieving Students, Kristin Johnson and Anne Schmidt

The Effects of Self-Assessment on Student Learning, Darla Rae Kelberlau-Berks

Writing in a Mathematics Classroom: A Form of Communication and Reflection, Stacie Lefler

Math in the George Middle School, Tiffany D. Lothrop

Bad Medicine: Homework or Headache? Responsibility and Accountability for Middle Level Mathematics Students, Shawn Mousel

Self-Directed Learning in the Middle School Classroom, Jim Pfeiffer

How to Better Prepare for Assessment and Create a More Technologically Advanced Classroom, Kyle Lannin Poore

Cooperative Learning Groups in the Middle School Mathematics Classroom, Sandra S. Snyder

Motivating Middle School Mathematics Students, Vicki Sorensen

A SAMPLE ACTION RESEARCH IN MATH 6

I. SITUATION/PROBLEM

Low performance in Mathematics of Grade Six Pupils during the 1

st

periodical exam in S.Y. 2002-2003. Class average Grade was 76.8%

Poor classroom participation of pupils in Math 6. Only 5 out of 40 participated meaningfully. II. OBJECTIVE

How to increase the performance of the pupils in Math 6. III. POSSIBLE CAUSES (Identified through questionnaires, PRIORITY interviews, brainstorming, (Rank based on or observations) discussion) 1.

Poor study habits. 4 2.

Poor pupil ability in four basic mathematical operations. 1 3.

Boring, dull, dry class. 6 4.

Unapproachable teacher. 7 5.

Low mental ability of students. 9 6.

Absenteeism/tardiness of pupils. 2 7.

Infrequent remedial class held for math 6. 3 8.

Poor nutrition. 8 9.

Poor family support. 5 IV PLAN OF ACTION (Possible solutions) Strategy Time Frame Answers Item(s) in III 1. Strengthening of remedial classes and focusing on four fundamental operations. 2. Counselling / coaching / monitoring of the teachers by Math Coordinator as to how to: a. concretize abstract concepts b. make subject more interesting. 3. Principal counsels then monitors teacher-pupil relations. 4. Principal/teachers to call PTCA to a meeting and talk about impact of proper nutrition on students, absenteeism/tardiness of their children, poor family support on their children. 5. Counsel students on absenteeism 6. Teaching the proper way of studying. Sept-Oct Sept-Oct Sept-Oct Sept-Oct Sept-Oct Sept-Oct 2, 7 3 4 6,8,9 6 1

## Leave a Comment

(0 Comments)