Action Plan

What was implemented?

Throughout the course of this study, I implemented writing strategies in mathematics. Writing in math is when students write their thoughts and processes to answer a question. This type of writing can take many forms including exit tickets and math journals. Students write to explore, argue, describe, and reflect on their mathematical thoughts and processes. I administered writing in math because research has shown that writing increases a student's ability to problem solve and make sense of mathematical concepts. Research supports writing about learned content creates a deeper level of understanding for students. Comprehensive understanding of mathematical concepts allows students to make connections between the different concepts we will be learning throughout the study. To see the topics covered throughout my study, take a look at my Capstone Calendar

How was it implemented?

Before any strategies are used, students took a pre-test covering the topics that were going to be taught throughout the study. The next instructional day after the pre-test, we began instruction on written communication in math. To implement writing in math, I had students write in their math journals two to three times a week. These math journals were completed during independent work time. Students received instruction during guided math stations three times weekly to support written communication in mathematics. Before students began using their math journals I showed them the rubric I used to assess their journals. The rubric details four main areas that students focus on while using their journals. These four areas were: accurate computation, detailed explanation, mathematical vocabulary, and visual support. Both myself and the students completed rubrics on their math journals. After three weeks, students were paired together and completed the self-reflection rubrics on their partner's journal responses.Then, they worked together to create a goal for the following week. Most goals students created centered around increasing the use of mathematical vocabulary. Students also created goals aiming to increase the amount of details in their responses.

After students had understanding of how they were going to be assessed, we began journaling. The first journal entry required students to journal on an addition strategy. Addition was chosen as the first topic because students are already familiar with this concept. This topic provided me with a baseline for each student's ability to thoroughly explain their mathematical thinking. Within each math journal, there were anchor charts, vocabulary word banks, and sentence starters to support each student. These resources were available for students to use throughout the entirety of the study. There were also anchor charts related to content that was being taught in the classroom. Students received targeted instruction two to three times a week in a small group setting. During this instruction, students had opportunities to refine their ability to find solutions and then communicate them clearly. When students were not meeting with me in small groups, they were responsible for solving and explaining how they solved a single problem independently.

Students were also responsible for completing a weekly self-reflection rubric to see how they were meeting the expectations of the math journal. Students had a math vocabulary word bank and sentence starters available in their math journals for their reference. Students answered comprehension questions that related to the content that was being taught during whole group lessons. Students were required to answer questions using mathematical vocabulary to demonstrate understanding. After students were familiar with completing the rubrics on their own, students switched journals and assessed each other. Then, as partners, the pair set goals for each other for next week's journal response.

Why were these strategies chosen?

The Measure of Academic Progress (MAP) is a test that students take three times a year. This test is taken to measure how students are growing throughout a school year. Students take two different MAP tests, reading and math. Within each test there are goal areas. In math, these goal areas are algebra, number, geometry, and data. According to my Fall 2020 MAP data, in the goal area of number 29% of my students were in the low category and 21% of students fell in the average category. This initial data point gave me concern that my students would need additional support in math. My district requires students to take tests at the end of each unit; these assessments are called Common Formative Assessments (CFAs). With the CFA my students took, 60% of my students struggled to correctly answer questions regarding number sense. This demonstrated the need for a research-based intervention to support students in their ability to think reasonably about numbers and solutions. Writing and discussing mathematical concepts is the solution to this problem because through these methods, students will develop a deeper understanding of learned concepts. These strategies were chosen to assist students in their conceptual understanding and increase their scores in MAP and on district CFAs. Additionally, research supports the implementation of written communication strategies in elementary classrooms to support the acquisition of new knowledge.

Fostering and Equitable and Accessible Learning Environment

All students had the unit’s vocabulary words and sentence starters available to them in their math journals. Vocabulary words, talk frames, and anchor charts of strategies were on the wall for students to access at all times. One way I met the diverse learning needs of my students was by allowing emergent writers to track their thoughts on Seesaw or by using a talk-to-text application on their iPads. Students were able to print these reflections out to add drawings to their journal entries or use the drawing tool on Seesaw to use images to support their explanations. Through small groups, students were exposed to the various ways to write in math. Based on pre-test data, I created homogeneous groups. I met with each group three times a week to support their written communication skills. This reflection rubric allowed students to evaluate their ability to articulate their thought processes. After the rubrics were covered, we began utilizing our math journals. We started by journaling about a topic that is familiar to all students. We started with addition so students could get used to journaling. After students gained confidence using the math journals and writing to respond, we transitioned to the content that we are focusing on in class.

Culturally Responsive Teaching

The implementation of this study reflected culturally responsive teaching through a variety of areas. Students were provided with math vocabulary words associated with each unit and sentence starters. These resources were provided to all students to support their journal entries. Anchor charts with vocabulary and solving strategies were hung in the classroom for all students to access. Another way the diverse learning needs of my students were met was by creating classroom anchor charts in collaboration with students to assist them in their ability to solve problems. Additionally, students were given options regarding how they wanted to respond to their journal prompts. Students were able to use Seesaw and other talk-to-text applications to help support their writing.

Collaboration

Internal Stakeholders

To be successful in my research study, I needed to have collaborative relationships with many professionals in the education field. Internal stakeholders are professionals within my building and external stakeholders are professionals outside of my building. The internal stakeholders that were associated with my study are my grade-level professional learning community (PLC) and math instructional coach. My grade-level PLC assisted me with coming up with journaling ideas and the way I should structure the math journals. They suggested that I should separate the vocabulary words by unit so students will know exactly what words to use in the current unit. The math instructional coach also assisted me in this study by observing and providing me feedback on the writing in math instruction that was being taught in small groups.

External Stakeholders

External stakeholders that assisted with this project were my CADRE Associate, instructors for Capstone, and my CADRE cohort. My CADRE Associate collected data on a weekly basis and assisted with gathering resources to create materials used in this study. She gathered materials to include in student math journals and assisted with anchor charts. My associate also recorded conversations with students in small group lessons to track their progression in explaining how they have solved problems. My CADRE cohort has been instrumental in assisting me with how to execute my project and helping bring my ideas into the classroom. Members of the CADRE cohort provided me with graphic organizers and math strategies to help support my students' learning. When students were struggling with understanding some concepts being taught, I turned to other CADRE teachers to for strategies and tools to assist these struggling students. The resources they provided helped students gain a deeper understanding of the concept. For example, one of my students had to quarantine during the study. While at home, this student was struggling to identify and compare fractions. I reached out to my CADRE cohort and they suggested that I add fraction tiles to a Google Slide so this student could have manipulatives remotely, while I was also able to see this student work.

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