Connections and Collaboration

 

Connection to District:

Knowledge of math facts is crucial in 4th grade. When I noticed that I couldn't find a math standard for knowledge of mulitplication facts, I had to go onto the district website and search through 3rd grade to find it. Computation of whole number multiplication is expected to be mastered in 3rd grade, not fourth. Fourth grade was supposed to master division. However, I was seeing that multiplication was a struggle for many of my students and they had not mastered their multiplication facts.

 

4.1.3 Computation: Students will cmopute fluently and accurately using appropriate strategies and tools

3.1.3a Compute whole number multiplication facts 0-12 fluently

4.1.3a Compute whole number division facts 0-12 fluently

 

Connection to Building:

Along with connecting to my district and state standards, the knowledge of math facts was my 4th grade team's annual goal. Our goal was to have all students at 80% of multiplication and division facts correct in the student's 5-minute timed tests. I worked with my team to collect data and form my group with the highest need students out of the whole grade. My group consisted of students in all three classrooms. 

 

21st Century Skills:

Communication- The parents were contacted and explained how important math fact fluency is to their child's math experience and overall ability in math. The students were given a survey about math facts and their attitudes to communicate with me their feelings about them. Also, at the start of the intervention, I discussed with the ten students about what the club was about and why it was important.

 

Collaboration- The students worked on the computer independently, quizzed and reviewed with a partner, and played multiplication games in groups during their intervention time. I worked with my 4th grade teammates to decide who to include in the intervention and worked with the students to increase their automatcity of math facts. 

 

Creativity- The students were able to practice and memorize their math facts anyway that worked for them. They were encouraged to come up with games that they could use their flashcards for during game time. Also, the students used many methods on the computer for gaining the knowledge of their math facts. I had to come up with different activities to make the intervention something fun and new for the students. 

 

Critical Thinking- The students work to solve the problem as quickly as possible without error. They have to develop the skill and automaticity using critical thinking skills. I had to use programs that were research based and knew would work. I had to decide what programs would work best for my students and help them have the best possible outcome. If a program wasn't working for a child, I would have implemented a different program to benefit them as much as possible. 

 

Reflection:

Overall, I am very proud of the results from implementing the three programs. It helped the ten students so much, and I can see it in their confidence in math now. The one thing that I would change for next year would be to start at the beginning of the year and make it a whole class intervention. I feel that all students would benefit from XtraMath and Rocket Math. All students currently do FASTT Math about once a week, however, I would be sure that they complete all three programs at least three times a week. After becoming more comfortable with the programs over the past few months, I feel like I could integrate the programs in my classroom daily during my intervention and enrichment time. When next year comes, I will anaylze to see if there is a group of students who could benefit from the programs in a smaller group. If that is the case, I may form another club for before or after school to give them more time to focus on their math fact fluency. 

 

There were many successes and a few challenges throughout this process. Deciding on how to implement the materials and how many students to choose was a tough decision. I wished that I could include more students, however, I thought that a group larger than ten would not be as beneficial as the students and I were new to the programs. Another challenge was getting students motivated to come and have a positive attitude about the club at the start. Many students thought that they were in trouble and some thought they were here because they were "bad" at math. However, after many discussions, the students understood that they were in the club because I wanted them there and I knew that I could make them even better at math through practicing math facts. I also told them that I knew that they were good picks for the group because I knew that they would accomplish and succeed a lot in the programs. After this, many students had a better attitude about the club. The successes included all the results. It was evident that the programs worked and had an impact on each student. The programs not only increased their fluency of math facts, they also helped increase their confidence in math as a whole. 

 

As a teacher, I have learned that not every program works for every student and it takes time to master math facts. Going into this process, I thought all the ten students would show progress immediately if they just focused on math facts a little more. However, that wasn't the case. It took many weeks to see progression in some students and there were set backs at some times. Also, some students didn't like one program. It varied depending on the student and it was because of different reasons. Luckily, this action research has impacted me greatly. I have learned how important math facts are for students to succeed and how important it is to monitor the student's progress. As I have been monitoring the students' results in math fact fluency, I have begun collecting data in many other subjects so that I can monitor their growth and help them if needed by implementing programs or reteaching. I feel like this is an example of how I have grown as a professional because I am not only concerned about the students at a specific moment, but their growth throughout the school year. I want to see and show the students how they grow throughout the year and I can do this by collecting data every once in a while. It is a simple and small step that could benefit each student in any subject. 

 

The overall impact of CADRE and Capstone has been huge. I feel like I am a better and more experienced teacher because of the assignments and classes through CADRE. Also, because of Capstone, I feel like I understand data being used and implemented in the classroom. Not many teachers have experience in implementing new programs to increase results and I am proud that I have done that and helped students along the way. I feel like because of CADRE, I made it through my first year of teaching successfully by gaining resources and creating contacts to help me along the way. I also created friendships with people who were going through the experience with me. I was able to connect and rely on them because they understood what was expected. I was also able to ask for a lot of help and get the answers I needed not just from my team or building coworkers, but from a large group of people around the metro area. I am proud of what I have accomplished during my time in CADRE and I can't wait to see what I can do from here because of my experience.