melissa torres action research literature review malt15

7/28/2019 Melissa Torres Action Research Literature Review MALT15

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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.


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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


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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?


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Which learning technology tools will students require to practice and develop the21

stcentury skills and digital dexterities demanded of them to demonstrate

readiness?

melissa torres action research literature review malt15

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