ETEC 550 Final Project By: Taha Anjarwalla

Index Problem Context Statement of Problem Needs Assessment/Analysis Instructional Intervention Lessons Learned

Context Students in lower high school, while overall are above the international average, are performing far below average in mathematics classes. By the time students are ready to enter the IB Diploma Program they are lacking the necessary prior knowledge needed to be successful in either Higher or Standard Level math classes which often puts many students’ entire diploma in jeopardy or limits their options for university programs.

Context There are fewer students attempting to take Higher Level Mathematics due to a deficiency in prior knowledge topics in younger years and a poor attitude towards Mathematics and other STEM subjects at our school. The problem might exist because of the lax curriculum of the IB Middle Years Programme (MYP). Moreover, assessment in the MYP and the Diploma Programme (DP) differ greatly, and there is less emphasis on test taking in the MYP, whereas nearly all the emphasis in the DP is on test-taking. A lack of rigor in math classes in early years may also be a contributing factor.

Problem Statement Students are unable to apply to certain university programs that require more advanced math as prerequisites. Moreover, the attitudes of the older students towards mathematics trickle down to the younger students and helps create a culture of dislike towards math. Ideally more students will successfully complete Standard and Higher Level Mathematics classes as part of their diploma. The attitude towards Mathematics will grow positively and students will be adequately prepared for university level math by the time they leave high school.

Needs Assessment Students were given a series of summative assessments on the topic of complex numbers The final assessment was given after testing of the prototype and was informative of any improvement in student understanding of the concepts taught Initial assessments revealed that some students had a strong grasp of the concept while others struggled After delivering a lesson using the instructional prototype I found that overall achievement levels remained the same for students who already had a strong grasp of complex numbers, while previously struggling students scores improved but not to the same level as their peers

Sample Quiz Questions

Sample Test Questions

Instructional Intervention Using a PowerPoint and short Video Clips the teacher will model problem-solving techniques, then teacher and students develop other strategies together, finally students attempt problem solving independently. Students will work independently or in partners.

Process 1.Review of prerequisite knowledge 2.Learners attempt an accessible critical thinking problem to activate attention. 3.Learners view video that overviews the content of the unit 4.Teacher presents a problem and demonstrates the solution using a combination of narration and visuals (off-loading/aligning). 5.In groups of three learners attempt different questions that use a similar problem solving technique. 6.Teacher demonstrates another problem solving technique 7.Students are given similar questions that require modification of the shown technique 8.In groups of three students develop a strategy to answer their questions 9.Teacher gives help where necessary. 10.Once all groups have solutions, they will share with the class. 11.Learners will then attempt to answer 2-3 questions that range from accessible to discriminating in order to practice and assess their learning of different techniques and ability to develop new ones.

Polar Form Sample Slide:

If a complex number z is multiplied by rcisθ then its modulus is multiplied by r and its argument is increased by θ. If a complex number z is multiplied by rcisθ then its modulus is multiplied by r and its argument is increased by θ. Explore: Let z 1 =2-2isqrt(3) and z 2 =-1-isqrt(3) Evaluate z 1 z 2. Verify your result by checking both Cartesian and Polar forms. Sample Slide:

Lessons Learned Selecting an appropriate medium of instruction is integral to student learning PowerPoint presentations are boring for students Teacher intervention is necessary when students are applying mathematics in unfamiliar contexts Students learn mathematics by example, students gain proficiency through repetition

Lessons Learned Cont’d Clear objectives prior to developing an instructional tool help guide the development process Allowing students to take home and review/rewatch the instructional tool is invaluable for students to consolidate information Self directed tools, such as mine, work well for strong students, but do not replace teacher guidance for struggling students