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Gauthier Action Research 2014

Eric Gauthiers Action Research

2013 2014

What Impact Will The
Implementation of Math Daily
5 Have On Multiplication Fact
Fluency For Students In 6
th

Grade?








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Gauthier Action Research 2014
TEACHER ACTION RESEARCH PROJECT TEMPLATE
Teacher: Eric Gauthier School Year: 13-14

INTRODUCTION


1. Purpose Statement: Implementing Math Daily 5 as a
new structure to teach mathematics to my students in
hopes of increasing math fact fluency. Afterwards to
see the effects Math Daily 5 on student attitudes about
math, and math fact fluency.


2. Research Question: Will the implementation of Math
Daily 5 increase the students math fact fluency through
the use of the centers and small group instruction?

3. Importance of Study Statement: The focus of
increasing math fact fluency directly relates to or S.I.P.
goal of increasing student proficiency in mathematics by
10% on the MEAP. I will utilize researched based
instructional strategies to differentiate in the areas of
basic skills and operations.






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Gauthier Action Research 2014
Literature Review:

The Use of Learning Centers in the Third Grade to Enhance and Motivate Students to
Comprehend Multiplication Facts. Julie Kozakewich, 2011.

The reason for the study was to determine what effects learning centers had on
students attitudes, motivation, and multiplication fact fluency. Data for the study was
collected in a variety of ways. The researcher recorded behaviors by using student
surveys, checklists, pre-tests, and post-tests of multiplication facts. The survey was
made using a Likert scale to measure feelings and opinions. The researcher found that
many students had reached a level of proficiency on their post-test. Some students still
ended up struggling at the end of the study. The students generally liked the centers,
and felt that they helped them become more proficient at the multiplication facts. The
researcher believed that the increase of the students motivation could lead to greater
proficiency. The centers were continued in the classroom based on the effectiveness of
the study.

Improving mastery of basic math facts in elementary school through various learning
strategies, Laurie Haught, Christine Kunce, Phyllis Pratt, Roberta Werneske and Susan
Zemel, 2002.

This report describes the intervention programs used to improve student proficiency in
learning, recalling, and retaining basic mathematics facts The targeted population
consisted of first, second, third, and fifth grades in four suburban mid-western schools.
The problems of recalling basic mathematics facts is documented through teacher
surveys, parent surveys, student surveys, and scores obtained on timed pretests.
Research of probable causes indicated lack of time given to practicing mathematics facts
in school, inconsistent at home practice, and little emphasis of mathematics facts within
the textbook. This research also indicated ambivalence among teachers to the
importance of practicing math facts in school. Students, parents, and teachers were
given surveys to record attitudes about learning mathematics facts. A timed pretest of
mathematics facts was administered to experimental and control groups to establish
baseline data. Weekly two minute timed tests were given to the experimental groups. A
Timed post-test was given to the groups to determine improved speed and accuracy.
Based on the presentation and analysis of data on mastering basic mathematics facts,
the results indicated an increase in the test scores from the pre-test to the post-test for
the targeted first, second, third, and fifth grade levels. This was true regardless of using
the games or music as the intervention. Experimental and control group pre-test and
post-test scores were also compared. Students who listened to music enjoyed learning
more, and performed higher in fact retention.
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Gauthier Action Research 2014

Improving Basic Multiplication Fact Recall for Primary School Students, Monica Wong
and David Evans, 2007

This study implemented a multiplication program based on systematic practice, aimed
at improving children's recall of basic multiplication facts. Four Year 5 classes were
recruited to participate in the study. Two classes practiced multiplication facts using
pencil and paper worksheets and another two classes practiced on computers. Eleven
practice sessions (each of 15 minutes duration) were conducted over a four week
period. Both groups increased their recall of basic multiplication facts and maintained
the increase for at least 4 weeks after the termination of the program. Implications for
mathematics instruction, and for the overall development of mathematical proficiency,
are discussed. In the end both groups of students showed improvement in fact
retention. The paper and pencil method and computer method are both reliable
centers to help improve fact fluency. This study reinforced the center of targeted
worksheet activities to increase fact fluency. I am also considering adding the computer
piece later due to the inconsistencies with the laptops and internet.

METHODS

1. Participants:
33* students in sixth grade (4 E.L.L. , 1 Sp.Ed.) Data accounts for 31
students who were present for the entire study.
*2 students joined during the middle of the study

2. Action Steps:
1. Pre-test students on multiplication facts
2. Students will go through centers 2-3 times a week
3. Students will take post-test on multiplication facts
4. Students will take post-intervention attitude survey

3. Materials:
1. Flashcards
2. Whiteboards/Markers
3. Multiplication Board Games
4. Electronic Flashcards
5. Related Worksheets (Practice Pages)
6. Pre-Post Tests
7. Data Logs
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Gauthier Action Research 2014

4. Length of study
2-3 times weekly for 11 weeks beginning February, 2014. I will continue
the practices based on their effectiveness for the remainder of the year.

5. Data Collection Procedure

a. What data will you collect?
1. Pre-test student fact fluency on timed test
2. Progress checks of fact fluency on timed test
3. Post-test student fact fluency on timed test
4. Student post-intervention attitude survey

b. Baseline Data student scores at beginning of study

Student scores on pre-test at beginning of study.

c. New baseline

Student scores on post-test at the end of the study.











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Gauthier Action Research 2014
Student Survey Data Charts
Favorite Math Centers VOTE Total
Targeted Worksheets
6
Flash Cards
5
Electronics (Math Whiz)
14
Math Games
8
Holey Cards
1
Meet with Mr. Gauthier
26

Question YES NO
Do you think math
centers helped you
learn your
multiplication
facts?
20 11


Question YES NO
Do you like timed
multiplication
tests?
19 12

Question
YES
NO
Do you like math?
27
4


Question
YES
NO
Do you like math
more now that we
are using centers?
25 6
Written Student Responses:
Do you like timed multiplication tests?
Positive:
It helped them learn
It was fun
Challenging
Encouraged them
Negative:
It was hard
Time pressure
It was frustrating
Feeling rushed
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Gauthier Action Research 2014






Targeted
Worksheets
10%
Flash Cards
8%
Electronics
(Math Whiz)
23%
Math Games
13%
Holey Cards
2%
Meet with
Mr. Gauthier
44%
Favorite Student Centers
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Gauthier Action Research 2014


YES
65%
NO
35%
Do you think
math centers
helped you learn
your
mulctiplication
facts?
YES
81%
NO
19%
Do you like math
more now that
we are using
centers?
YES
61%
NO
39%
Do you like timed
multiplication
tests?
YES
87%
NO
13%
Do you like
math?
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Gauthier Action Research 2014



0 10 20 30 40 50
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Facts Correct
S
t
u
d
e
n
t

I
d
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n
t
i
f
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c
a
t
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o
n

N
u
m
b
e
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Multiplication Fact Fluency
Post-test 4/25
Progess Check 3/28
Progress Check 2/28
Pre-test 2/7
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Gauthier Action Research 2014




7
28
32
41
15
28
33
24
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19
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24
11
26
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18
30
21
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39
21
31
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0 5 10 15 20 25 30 35 40 45
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Number of Facts Improved
S
t
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f
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o
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N
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m
b
e
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Fact Fluency Change
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Gauthier Action Research 2014
ANALYSIS

After 11 weeks of implementing the action research project the results overall were
favorable. All students who participated in the study throughout the entire process all
showed positive growth. The results showed that 58% of the students increased their
fluency by 20 facts or higher. Three students attained perfect scores. The class
average increase of facts was 23. This equates to a 46% increase across the board in
fact acquisition.

The student survey also displayed some interesting results. Students were first
asked about their overall opinion of mathematics. The class responded with 87% of
them liking the subject of math. The study implemented the use of centers during
instruction. Student responses showed that 65% of the students felt that math
centers helped them learn their multiplication facts. This result coincides with
Kozakewichs findings in her study. She stated The students generally liked the
centers, and felt that they helped them become more proficient at multiplication
facts. (Kozakewich, 2011)

Centers were a main part of this study. Students had six centers to choose from.
The centers were: worksheets, flashcards, electronics, math games, holey cards, and
meeting with Mr. Gauthier. The students were asked to pick their top two centers.
Meeting with Mr. Gauthier and electronic math games were chosen by over 50% of
the class. Traditional methods of flashcards and worksheets were the least liked. This
was not very surprising to me. The students like the option of having a variety of ways
to learn. Students also seem to like the small group attention that they received
during the 11 weeks. Hought found in their study that targeted small group
instruction improved fact fluency. (Haught, Kunce, Pratt, Werneske, & Zemell, 2002)
This was also evident in my findings through the student survey.

The main attitude toward centers was overall positive. Almost 81% of the class
liked learning their math lessons while using centers. In Wongs and Evans study they
found that it was not so much the type of center, but the option of centers and time
to practice. Of the 17% that did not like learning with centers half of the students said
the centers helped them learn to multiply. As the center results came in it became
quite clear that some would have to be changed in order to keep interest in math.
Only one student selected the holey factor cards for learning multiplication, and 8%
choose flashcards as a center. I know that target practice was not a favorite among
students, but I believed it helped in fact retention. Wongs study stats that Targeted
worksheets improved fact fluency. (Wong, Evans, 2007) In the future I may just focus
on this aspect to see if there is truly a tangible improvement.
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Gauthier Action Research 2014
Students were also asked of their opinions on taking timed multiplication tests.
About 61% of the students liked taking the timed test. Some of the positive responses
were: it helped them learn, it was fun, challenging, and encouraged them. Some of
the criticisms of the timed test were: it was hard, the time pressure, needing more
practice, it was frustrating, and feeling rushed.


REFLECTION

Throughout this process the action research project has forced me to look deeper
into my own teaching practice. This process has shown me that traditional ways are
not always the best ways. It is evident in the data collected, and the opinions
gathered from the students. We as teachers need to adapt to our changing
populations learning styles and how our profession is judged.

Looking back now with a critical eye there are a few things I would change. The
amount of time that I allotted per problem seemed a little too generous. I figured five
seconds per problem. In hind sight it was too much time. The students were skip-
counting with their fingers instead of having that instant connection. I think this
hindered their fluency due to the excess time. In the future I will adjust to four
seconds of time. I did not want to change this mid-study to keep my results
consistent. I noticed that the extra time made a huge difference in terms of growth
for some of my students.

The timed test is another area of possible change. Student opinion overall was
favorable for the timed test. I am considering breaking up the fact test into smaller
mini tests, and only testing certain groups of facts instead of testing the entire
amount. I think incentives will also be a part of my next math unit. The students
asked me about them because of other areas of instruction where they are present.
With less pressure about the amount of problems within the allotted time, and a clear
goal I think students will have less anxiety.

Student surveys now will become a common tool in my classroom. I feel foolish for
not including it sooner into my teaching career. It was a valuable tool for me to see
how my students felt about their education, and its effectiveness. Their responses
have directed me into new directions in the way I will educate my future classes. For
that I am grateful for their insight.



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Gauthier Action Research 2014

The project overall was a success. Student growth was apparent, and student
engagement based off the surveys was high. Students preferred small group
instruction with the ability to move around and sample different centers. They liked
the idea that they were learning the same material in a variety of different ways. I
found myself not having to repeat myself nearly as much after these mini-lessons; this
was due in part to the amount of varied practice and small-group instruction each
child received. The Daily 5 Math organizational plan is here to stay in my room.
Students like the format, and it allows me more freedom to individualize instruction.

Future implications for this study are more investigative for me. I am now curious
to find out about the students education prior to entering my classroom and
intervention. The students who got it entering the study are the students I would
like to interview. I would like to find out who their teachers were, how they learned
multiplication, did they practice at home, etc I really believe that there are answers
within our district that need to be shared with everyone else. The goal of sharing this
information with the elementary teachers, so intervention we be student specific,
instead a class wide intervention at the middle school level.

Action research is a great way to look at your curriculum, students, and yourself as
a teacher. It forces you to find rich tasks that are researched based, and are good for
all students no matter what tier they are. With great effort comes great reward.
This was truly evident in going through this process for my students and me.

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Gauthier Action Research 2014