melissa torres action research literature review malt15
Post on 03-Apr-2018
219 Views
Preview:
TRANSCRIPT
-
7/28/2019 Melissa Torres Action Research Literature Review MALT15
1/4
LITERATURE REVIEW
- Math Education Assessment Context -Introduction & Purpose
Engaging All Students in a Mathematics Curriculum Aligned to SupportComputer-Adaptive Testingis an investigative response to the current implementationprocesses of Common Core Standards and Smarter Balanced Assessment Consortiums
computer-adaptive testing. Sponsored by the National Governors Association (NGA)
and the Council of Chief State School Officers (CCSSO), the Common Core standardsdefine the knowledge and skills students should have within their K-12 education careers
so that they will graduate high school able to succeed in entry-level career positions,
credit-bearing academic college courses, and in workforce training programs. This
literature review will present 21st
century trends in mathematics student preparation.Currently, edutainment is selling student engagement tools to support shifts in curriculum
from abstract calculations and towards mathematics in context (Buckingham, 2005,
p.128).For instance, in a constructivist model of mathematical learning, playing serves in
student construction of a mathematical reality and acts as a source of motivation to do
mathematics. In a playful environment students are provided with a combination of
exploration, challenges, and artistic tools that offer the structure necessary to facilitateunderstanding of the concept. Supporters of this approach believe that math in context
will prepare students for the mathematical requirements they would face beyond school
and prove to be more motivating than traditional, context-free approaches (Buckingham,2005, p.128).
Discouragingly, math in context is also proving difficult for K-6 teachers. Many
elementary teachers, in general, skip or downplay mathematics in their teaching programs.
There are two probable reasons for this: they may not have sound mathematicalbackgrounds and teachers sometimes feel that basic operations and computational skill
are more important (Heddens dr Speer, 1997, p. 276). With minimal opportunities for
math in context at the elementary level, it is becoming clear that not all students areprovided with the same mathematics education.
Particularly, portions of mathematics students are provided a computational
fluency, with a step-by-step emphasis on numbers and skills and the algebra-geometry-trigonometry-calculus sequence. The other portions of students are provided mathematics
which requires students to think and engage with real-world problems that employ a
variety of mathematical disciplines and deep learning of math concepts that comes from
struggling with complex problems, comparing multiple solution paths, and learning fromtrial and error. To understand what it will take to bring the two sides of the mathematics
education together, first consider the approach each side takes to improve student
achievement. One side wants to focus mostly on building scaffolded computational
fluency through repetition and practice, while the other wants to focus mostly onengaging learners in deep and meaningful problem solving (Kuhn, 2007, p.18). In short,
mathematics education is making concerted efforts to positively affect student
achievement.
-
7/28/2019 Melissa Torres Action Research Literature Review MALT15
2/4
Engagement & Motivation
Nevertheless, it was argued, many students perceive mathematics as a cold,detached, remote body of knowledge, a subject of absolute truths in which there could
only be one correct answer (Falba, 1998, p. 31). For this reason, Edutainment is selling
learning opportunities for students to experience play and fun to the learning process.Edutainment, a hybrid mix of education and entertainment that relies heavily on visualmaterial and narrative or game-like formats provide students with engagement and
motivation tools. The National Council of Teachers of Mathematics (NCTM) strong
stand that every student to have access to a computer for individual and group work(Falba, 1998, p. 33) and increasingly available Edutainment tools, the mathematics
community is attempt to redesign how students learn and apply mathematics in context.
Three areas where technology helps create schools where students learn math in context
are: Engagement and relevancy Differentiation for digital natives Inclusivity and multiple feedback channels
Engagement and relevancy are interdependent. If students think something is exciting and
challenging, they usually perceive it as relevant. Likewise, if they see a problems topic
as relevant to their community, it tends to pique their interest and motivate them. In otherwords, it challenges them to engage in deep problem solving.
Although using technology to learn mathematics is often merely drill and practice,
much of the latest software is more engaging than ever. Algebra games, for instance, useexciting scenarios to engage learners in algebraic problem solving to overcome
challenges and achieve a series of increasingly challenging goals. Students who play the
game often have so much fun that they barely notice the large amount of mathematics
they are doing (Kuhn, 2007). Luckily for 21st century students, mathematics educatorsare aware of and accept the limitations of Edutainment. Children may be more motivated
to test their math skills in a fun environment, however, ScanlonsMotivating Minds
research suggests that the gains afforded by this [Edutainment] approach may provesuperficial and short-lived (Buckingham, 2005). The pitch for such [Edutainment]
products relies on an obsessive insistence that learning is inevitably fun (Buckingham,
2005).Curriculum & Skills
Beyond how students learn mathematics, mathematics education is investigatingthe skills and student outcomes. Mathematics use in the workplace exceeds the traditional
basics of number concepts and computation skill, but as previously mentioned, this is
only one type of mathematics education. Competent individuals use math concepts to
reason and interpret data, use graphs and charts to report quantitative information, anduse quantitative data to construct logical explanations of real world (Seeley, 2004).
Therefore, creative 21st
century teachers are leveraging Edutainment to as a means
for emphasizing 21st
century skills development in math class. Cathy Seeley, president ofthe National Council of Teachers of Mathematics, believes the challenge for every
-
7/28/2019 Melissa Torres Action Research Literature Review MALT15
3/4
principal is to look for ways to strengthen the mathematics program so all students can be
successful. Teachers who actively seek out new knowledge about mathematics and
teaching can be called on to work as leaders in efforts to improve a school's mathematicsprogram. As teachers grow in this leadership role and as principals actively support these
efforts, students can become strong and independent learners and use mathematics in
ways that will serve them well beyond high school. (Seeley, 2004). Well-qualifiedprofessional mathematics teachers are changing their schools culture for tech integrationin mathematics. Creating a feeling of this is how we do things at our school is
beginning to define effective teaching and increased student learning (Kuhn, 2007).
In an attempt to meet academic and workforce readiness, a shift in themathematical competencies students will need to succeed in the world of work has begun.
The 21st century labor market requires education to keep pace with the new
information/service age economy and to meet employer requirements for a qualified
work force (Day, 1997).
Future Study & 22nd
Century Mathematics
With the recognition of leveraging Edutainment to build 21st
century skills, my
action research focuses on providing students with learning technology tools to facilitate
the development of 21st
century skills. Of particular interest is computer-adaptive testing
readiness. In order for students to be deemed college and career ready students mustmaster Smarter Balanced Assessment Consortium (SBAC) new computer adaptive
testing model. SBAC defines the new testing model as an opportunity for students to
participate in computer performance tasks that allow students to demonstrate research,writing, and analytical skills.
Ed tech is bridging the divide in the debate over mathematics reform by providing
opportunities to increase procedural fluency and integrate it with greater conceptual
understanding. We encourage educators to set goals for tech integration and requestongoing professional development to support the initiative. In the end, students will be
the ones who benefit most . Unfortunately, complex and multifaceted resistance inhibits
EdTech from meeting the needs of math learners.Economics, generational trends, and pedagogical knowledge all play a role. While
finding funds to pay for technology is still a challenge, this has become less of a barrier
because hardware and software have become cheaper, and that is likely to continue(Kuhn, 2007). With cost, funding and investment in mind, applying a backwards designto investigating which learning technology tools will positively affect 21
stcentury skill
development and digital literacies produced the following action research questions:
Which 21st century skills and digital dexterities are students expected to executeas part of the mastery process in SBACs computer-adaptive testing model?
How will teachers develop those 21st century skills and digital dexterities forstudents?
-
7/28/2019 Melissa Torres Action Research Literature Review MALT15
4/4
Which learning technology tools will students require to practice and develop the21
stcentury skills and digital dexterities demanded of them to demonstrate
readiness?
top related