Rationale

Assessment Scores

In our Professional Learning Community (PLC) with my grade level teammate and building administrators, math was depicted as a need for growth for our grade level. Roughly half of my class (11 out of 22 students) coming from Kindergarten had low math test scores (possibly because of remote learning in late Spring 2020 due to COVID-19).

The Measurement of Academic Progress (MAP) is a computerized test given three times a year to communicate achievement and growth of each student. The MAP test places students into five percentile categories: low, low average, average, high average and high.

According to my Fall 2020 MAP math class report the following percentage of students placed in each category:

14%: low percentile
9%: low average percentile
18%: average percentile
23%: high average percentile
36%: high percentile

Through data analysis and observation, I noted students were either able to reach proficiency easily, or struggled immensely when it came to the categories of geometry, algebra, numbers and data. This suggested the need to build students' number sense, as well as help them verbally explain how to solve problems.

Observations & Daily Practice

I noticed six to eight students that struggled with lessons daily. According to my classroom observations, students had a difficult time solving naked numbers/computations (i.e. 10-7). Students often needed this to be conceptualized and applied to a real-world context to be successful and struggled to solve independently. Some students would need manipulatives to help solve because of the kinesthetic nature of manipulatives.

Students frequently needed 1-on-1 attention to help problem-solve a solution to a problem during independent work time. When I would address students individually, I often had multiple students asking me the same question. I realized that small group instruction for mini-lessons helped me provide students with more support. During small group instruction, students would involuntarily help each other out.

Quizzes and Unit Tests

When I would analyze quiz and test scores, they indicated that students did not master the content. Students would perform well working 1-on-1 with me, but struggled independently on quizzes and tests. For example, students would miss problems that they could successfully solve with my help the day prior to taking a quiz.

During fluency checks, students either finished with time remaining on the timer or did not finish at all. Some students tried looking at others' papers for answers, or some would sit with their pencil down until the timer went off. It seemed that students lacked number sense and automaticity.

This proved that there was a need to implement a guided math model to reach all students. Students needed to be hearing and practicing the same skills multiple times throughout a math block. It was important for students to hear immediate feedback from either myself or the math paraprofessional to clear up misconceptions.

Student MAP Math Performance (Fall 2020)

Importance

I noticed that my students needed multiple opportunities to practice math skills to fully understand concepts and expand their understanding of number sense. Guided math strategies meet each student where they are and challenge them to reach their full potential through differentiation and individualized instruction. Since students were working in small groups and provided a mini-lesson, I had the opportunity to help students conceptualize their learning and apply it to the real world. When they completed independent tasks, they had the opportunity to apply these skills and demonstrate transfer of knowledge in this area, along with other concepts that were taught.

Small groups are an essential vehicle to promoting student growth. Reading instruction already includes both small group and whole group approaches, which had demonstrated multiple benefits to student achievement. This study demonstrated how math learning and achievement can be impacted through a similar approach. Guided math provided students with various learning opportunities that may shape future educational research and instructional strategies for other educators.

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