Can first grade students’ interest levels and skills in mathematics increase when they are exposed to engaging real world mathematical tasks? By: Valerie Passalacqua Alana Goldstein Gloren Brown 7202T Seminar in Applied Theory and Research II Fall 2013

Table of Contents Abstract Statement of the Problem Review of Related Literature Statement of the Hypothesis Methods: Participants, Instruments, Experimental Design, Procedure Threats to Internal and External Validity Results Discussion and Implications References

Abstract This action research was implemented on 20 first grade students from an urban public school. This research is exposing students to real world and meaningful word problems in order to observe and analyze students’ addition interest levels and skills. A pre and post survey as well as a pre and posttest was implemented to each student to determine if real world word problems increase students mathematical interest levels as well as ability levels. This research proposes that both the mathematical ability level and interest level increased for those that were administered the intervention. A 90 minute intervention was implemented to 10 students that included a real world problem for the students to solve. The results show that students that participated in the intervention increased both their interest and skills level, whereas the students that did not receive the intervention their ability and interest levels did not increase.

Statement of the Problem Many students do not find mathematics interesting and some students even dread math class. This is a major problem stemming from elementary school level because elementary school is considered the foundation of students being exposed to and learning mathematics. Interest levels are not the only things lacking in mathematics but so are the students’ ability levels. Many teachers teach by using textbook word problems and they are not relatable to students, which contributes to why students are not interested in mathematics. Instead of teaching students seemingly arbitrary formulas and concepts in math, the purpose of this action research is to relate math to students by using meaningful world problems and real world tasks.

Review of the Literature “Mathematics becomes real when children explore and solve problems that require them to use their mathematical knowledge and skills in contexts that are neither contrived nor sanitized” (Sparrow, 2008). “In essence calculations can be conducted on a calculator but thinking and reasoning can not” (Hudson, 2011).

Statement of the Hypothesis Students addition and subtraction interest and skill level will increase after they have been introduced to meaningful and real world word problems

Methods Participants  20 first grade students (10 control group, 10 treatment group) from an urban public school. Instruments  Pre and Post surveys  Pre and post tests Experimental Design  Quasi Experimental  O X 1 O  O X 2 O Procedure  Pre survey and pre test  Treatment (one 90 minute lesson, but real world problems were encouraged by the teacher throughout a three month time period)  Post survey and post test

Internal and External Threats Internal External History: Fire drill, student distractions, weather changes Testing/Pre Testing Sensitization: Similar questions on Pretest and posttest. Instrumentation: Not Piloted yet. Mortality: Students can be absent. Differential Selection of Subjects: Students learn at different levels. Selection Maturation Interaction: Students may have different maturation rates due to history and instruments being used. Pretest Treatment: Taking a Pretest can help prepare students for the post test. Selection- Treatment Interaction: It’s not random because we’re using the class we’re teaching. Experimenter Effects: Passive Elements (Researcher biases based on personal attributes) Active Elements (Bad Student Label). Hawthorne Effect: Always a potential threat when being observed.

Pre/Post Test Pre/Post Survey 1Strongly Disagree 2Disagree 3Agree 4Strongly Agree Results

Correlation Play math games/Do well in Math Someone at home helps me with HW/Post test grades Excellent positive 0.6rxy correlation. This data demonstrates that students who have help with their homework at home will also do well on classroom exams. Fair positive 0.4rxy correlation. This correlation demonstrated that there is a small correlation between students who play math games and students who do well in math.

Discussion and Implications In this action research, the treatment contained a realistic lesson based on administering cookies to the entire class. The researchers used this topic for the lesson because first grade students can relate to sharing cookies amongst their peers. The researchers even had real cookies for the students to eat once the problem was solved. All groups of students were able to conclude an answer of 52 cookies. Some students linked two cubes together until they reached 26 students and then counted all of the cubes and others added and got 52. This intervention motivated the ten students in the treatment group to work hard and solve the teacher's ‘dilemma’. More Research is needed in: How to implement real world strategies to students with learning disabilities Using manipulatives in the classroom when teaching real world strategies Using real world word problems in the lower elementary grades.

References O’Connor-Petruso, S. (2013). Descriptive Statistics Threats to Validity. PowerPoint slides. Retrieved from Blackboard Action Research site. Sparrow, L. (2008). Real and relevant mathematics: IS IT REALISTIC IN THE CLASSROOM? Australian Primary Mathematics Classroom, 13(2), 4-8. Retrieved from site=ehost-live site=ehost-live Hudson H. Real-world math: Stop cries of when will we ever use this? with these fresh ideas. (2011, Spring; 2013/12). 120, 76+. Retrieved from roo39667&it=r&p=AONE&sw=w&asid=498db b4c b1aab5b56 roo39667&it=r&p=AONE&sw=w&asid=498db b4c b1aab5b56