Data Collection Methods

Differentiated Pre/Post Tests

Due to the wide range of ability in my classroom and the complexity of the topic, I created an 'at grade level' and 'above grade level' two part assessment. Considering extension of mathematical ability was one goal of the project, I felt it was necessary to create an 'above level' assessment to better gauge student growth. If students qualified for enrichment, they were given the above level assessment. Qualification for enrichment is based on MAP scores and regulated district wide. Each test had a computational fluency and number sense section that were graded separately. You can see both versions of the complete test here.

Computational Fluency

Students had 5 minutes to complete as many problems as they could, any way they wanted. This section challenged students to apply mental math strategies to two digit addition and subtraction problems. This data collection method allowed me to explicitly assess the goal of improving or extending students' computational fluency. Additionally, this data point gave me insight into students' ability to apply mental math strategies.

Number Sense

Students had as much time as they needed to complete these problems. This section challenged students to use relationships between numbers to solve problems as well as explain their mathematical thinking. This data collection method allowed me to explicitly assess the goal of improving or extending students' number sense. Additionally, this data point gave me insight into students' ability and confidence in explaining their mathematical thinking.

Qualitative Data Collection

Feelings Surveys

This survey was given before and after the 6 weeks of implementation. To check in with students throughout instruction, I gave this survey once at the 3 week mark. If students marked lower or the same as their original survey, I held conferences with them individually to discuss their feelings and how I could better support them. These surveys helped me formatively assess the goal of fostering positive feelings about math.

Notes and Observations

This data collection method was used throughout instruction. My mentor took notes during number talks so I was able to reflect on students' mathematical discussion and thinking. These allowed me to informally assess the goal of fostering student ability to and confidence in explaining their mathematical thinking.

Student Interviews

I conducted student interviews before and after the 6 weeks of instruction to hear if students could explain their mathematical thinking and/or name mathematical strategies. Student interviews allowed me to assess progress towards the following goals:

Foster ability to and confidence in explaining mathematical thinking
Name and apply addition and subtraction strategies

These qualitative data collection methods helped me monitor progress towards individual student goals. While I wanted students test scores to improve as well, I did not want that to be their focus. The power of number talks comes from students feeling comfortable enough to try new strategies, make mistakes, and learn from those mistakes. I felt that a focus on scores would defeat that purpose, so I encouraged students to reflect on their feelings and confidence about math instead. To help students maintain a focus on these goals, I encouraged them to reflect after every number talk. This reflection focused around how students felt about solving and talking about the problem as well as how their feelings and confidence changed week to week.

Changes were made throughout this project based on notes and observations. Here are some changes implemented based on continuous data collection throughout this action research.

Explicit sentence starters instead of multiple options
Optional whiteboard use to make thoughts visible
Talking with a partner before sharing with the whole class

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