Teacher Action Research Project Proposal

By Debbie Hernandez
9/4/14
Research Purpose:
Math was significantly more difficult for me than language arts as a
student. It wasnt until I was a senior in high school did higher mathematics
make sense. Perhaps because of that, I found that I enjoyed teaching math
to kids. Since I hadnt seen math concepts intuitively myself, I tried to take
big concepts apart in order to help students understand them better.
In 1990, I was lucky enough to help design and open a new school. At
Pacific School we were committed to helping students learn how to think, not
necessarily, what to think. I taught math to 1st -3rd graders, 4th -6th graders,
and then 5th -6th graders in multi-age classrooms. I did not use textbooks.
Instead I sought out other ways for students to learn, including using
manipulatives, games, and projects. Since I had students for multiple years, I
was constantly looking for yet another way to interact with repetitive
concepts in order to increase student understanding and to keep learning of
mathematics interesting and fresh for students. For example, one year we
would work with pattern blocks to explore fraction concepts, the next we
might use fractions circles, and then perhaps the next year, it was fraction
bars. I enjoyed this style of teaching. It left little room for boredom or
complacently for me or for the students.
Another positive experience I had was teaching IMP. I was lucky to have
the opportunity to teach IMP to a group of 8th graders that I had taught math
to from 3rd 6th grade. The material was well designed, interesting, and

meaningful for students. It truly was a collaborative teaching environment as

the students helped me as much as I helped them.
Participating in the LAMP project also supported this style of teaching
and was a source of additional ideas.
This was followed by the years of NCLB. I tried to find ways to
compromise with what I felt were better teaching practices with what I was
being required to do. With each passing year, that became harder and harder
to do. Each subsequent group of students was less and less able to think for
themselves. I felt like I had reached a low point of just teaching the basics.
I was very excited when the Common Core State Standards were
presented. It felt like I would have the opportunity to return to a style of
teaching that I feel is more effective. Yet, I didnt want to simply return to
how I taught at Pacific. I wanted to be more deliberate about what I was
doing by having an overall plan that fits together. Instead of just jumping in
and adapting day by day, although all good teaching does that, I want my
units of study to be well designed like the IMP units. I am hoping that through
this series of classes I will become better equipped to do exactly that.
I am also aware that our current students have a deficient in the area
of critical thinking. They have not had much experience in this area. I am
hoping to become more adept at asking effective questions to foster them
learning to think for themselves.

Finally, I need get myself re-energized and motivated to dig in and do

more than whats easy. I am confident that the work involved in this
coursework will do exactly that.
Research Question:
What effect will my doing the course work of MIAA have on my students
learning of mathematics?
Sub-questions:
1. MIAA 320- How will asking essential questions effect students
understanding of math concepts?
2. MIAA 330 How can different types of assessments be used to
evaluate student progress and to identify students errors and
misunderstandings?
3. MIAA 340 - In what ways can assessments inform my decisions on a
course of instruction for students? How can examining their own
assessments help students reflect on their own progress and what they
need to do next?
4. MIAA 350 How does using appropriate methods of mathematical
representation (including visual pictures, numbers, and words) increase
the understanding and proficiency in standard algorithms and
procedures?
5. MIAA 360 What effect will having a well-designed unit have on
students understanding?
Data:
1. MIAA 320 - Show students discussing math concepts. Include them
explaining how they arrived at their answers and justifying their
results.
2. MIAA 330 - Show sample assessments.
3. MIAA 340 - Show assessments used and what course of action resulted
from it. Show reflections and goal setting of students based on
assessments.
4. MIAA 350 Show student work such as pretest results, content
development, class work and post-test results.
5. MIAA 360 Show evidence of students level of success with the
material taught.
Reflection: My hope is by completing this coursework that the math units
that I present to students will be well designed. The units will follow a logical

sequence that will enable students to build their understanding further will
each experience. By asking students effective questions they will be able to
make connections for themselves. And by listening to their responses, I will
be better able to evaluate the next appropriate step.