Willis Capstone B.pdf

The Effects Of Guided Peer Discussion on Students in Mathematics Marie Willis Marygrove College, Capstone B

Objective: ● Complete Marygrove’s Capstone B Action Research Project ● Share my findings with my Professional Learning Community ● Start the conversation of guided peer discussion at our school

What are the effects of guided peer discussion on student learning in mathematics? Action rch a e s e R ion t s e u Q

Data ● Online fluency quizzes ● Online word problems ● Student surveys

Findings ● Students were more positive about math!

Findings ● Students were more positive about math! ● Students were able to more clearly describe their math thinking.

Findings ● Students were more positive about math! ● Students were able to more clearly describe their math thinking. ● Students who struggled showed an increase in asking for specific help.

Findings ● Students were more positive about math! ● Students were able to more clearly describe their math thinking. ● Students who struggled showed an increase in asking for specific help. ● The words and stems I required were found in their speech. Other words and stems were not.

Findings ● No significant increase in fluency

Findings ● No significant increase in fluency. ● Significant increase in word problems correct

Findings ● No significant increase in fluency ● Significant increase in word problems correct ● Significant decrease of non-mathematical concerns

Findings ● No significant increase in fluency ● Significant increase in word problems correct ● Significant decrease of non-mathematical concerns ● Increase in ability to describe steps they used for a word problem

Findings ● No significant increase in fluency ● Significant increase in word problems correct ● Significant decrease of non-mathematical concerns ● Increase in ability to describe steps they used for a word problem ● Significant increase in students using precise language outside of math

Findings ● When asked how they solved a problem, an increase of explaining math thinking (instead of “used my fingers” and “my brain”)

Findings ● When asked how they solved a problem, an increase of explaining math thinking (instead of “used my fingers” and “my brain”) ● Increase in students asking for help, and asking for specific help

Findings ● When asked how they solved a problem, an increase of explaining math thinking (instead of “used my fingers” and “my brain”) ● Increase in students asking for help, and asking for specific help ● When asked if they learned something new, increase in an example instead of “yes” or “no”.

Now What?

My Plan ● Deeper conversations ● Focus on giving my students higher quality stems to begin conversations ● Keep in mind a learning scale, and what purposeful discourse could help students get to the next level ● Relook at literature and research ● Action Research that observes student conversations and conceptual understandings

School Plan ● School-level Math Cohort that does more research, pilots methods, and receives professional development ● Further Action Research to look at effects of more in-depth conversations with purposeful discourse ● Voluntary teacher book study and/or professional development ● Coaching and co-teaching opportunities with Math Leader ● School-wide math intervention program

Thank you!