1. Action Research
William Mann

2. Action Research
Action research has two outcomes, one is to stimulate learning and the other to make a difference. This is achieved by posing questions, planning, gathering data, reflecting, and capturing.

3. Question
Why do elementary students entering middle school struggle with Common Core Math: algebra, geometry, number systems, ratios, and statistics? What interventions are needed to bridge the gap between elementary and middle school math?

4. Rationale
I chose this topic because over the past 10 year teaching both elementary and middle school math I have seen many students have serious issues with understanding particular math concepts. When New York shifted to Common Core standards I noticed that the number of students proficient in math decreased. In 2015 test results on the NYS math exam had a slight increase to 35% of students in the city being proficient.

5. In this ever changing and globalized world it is important to prepare students for the future. Many students who have access to private education have an advantages that some public schools just don’t have. It is highly competitive for students to attend specialized high schools in New York which require students to have a high math competency in arithmetic, algebra, probability, statistics, and geometry problems. These skills begin in elementary and middle school.

6. Math skills are needed to pass the SAT for college admissions
Math skills are needed to pass the SAT for college admissions. Having math skills leads to increased chances of being accepted into a college or university.
College graduation is dependent on students taking at least a semester in math.
College graduation leads to better life quality.

7. Literature Review
In the article Nine Ways to Catch Students Up , Marilyn Burns shares three essentials when teaching mathematics
1. Teachers need to help students make connections among mathematical ideas so they do not see these ideas as disconnected facts.
2. Teachers also need to build students’ new understandings on the foundation of their prior learning.
3. Finally it is important for teachers to remember that students’ correct answers are not sufficient for judging mathematical understanding without accompanying explanations of how they reason.

8. Burns 9 Strategies
Burns also shares 9 strategies to use to improve mathematical skills and concepts:
1. Determine and scaffold essential mathematic content.
2. Pace lessons carefully.
3. Build in a routine.
4. Foster student interaction.
5. Make connection explicit
6. Encourage mental calculation

9. Burns 9 Strategies 7.Provide practice
6. Encourage mental calculation
7.Provide practice
8.Help students use written calculations to track thinking.
9.Build in vocabulary

10. Multiple Intelligences: Gardner's Theory
Gardner based his 7 multiple intelligences on the way in which people understand the world. Each student learns differently and educators should try to incorporate different styles within our curriculum. The intelligences can be used math to reach all learners.
1. Visual/ Spatial- These students can be taught using charts, graphs, pictures, and models.
2. Bodily/Kinesthetic- These students can be taught by the physical use of manipulatives and real objects.

11. Gardner's Intelligences
4. Musical- These students can be taught by Using music and rhythm to help them remember math concepts
5. Interpersonal- These students learn best by interacting with their peers and learning in groups.
6. Intrapersonal – These students will thrive with independent practice of skills and taking charge of their own learning.

12. Gardner's Intelligences
Linguistic- Students can learn using word games, computers, books and lectures.
Logical/Mathematical- Of all the intelligences this one lends itself the most to math. These students tend to have strong math skills because they think abstractly. They also enjoy looking at patterns and relationships, reasoning, and logic games.

13. Gathering Data
Brooklyn Excelsior Charter school in Bedford Stuyvesant. Most of the students are of African American or Latino decent.
The grades I am doing the research on is the 5th and 6th grade students. Most of the students are years old and show a range in NYS Math levels.
I am the 6th grade math teacher, so I will be doing the research during the 2016 – 2017 school year.
I will be able to make direct observations and gather data regularly through daily class instruction. I will also gather the data from the 5th grade teacher.

14. References
Mathematics for All Students - PBS. (n.d.). Retrieved October 7, 2016, from tc.pbs.org/teacherline/courses/math295/pdfs/acf456.pdf
Education World: Boosting Test Scores: Strategies That Work. (n.d.). Retrieved October 7, 2016, from
Why our smartest students are failing math. (n.d.). Retrieved October 8, 2016, from
Common Core Test Results - The New York Times. (n.d.). Retrieved October 8, 2016, from results.html

15. References
Secada, W. (1995). Social and critical dimensions for equity in mathematics education. In W. Secada, E. Fennema, & L. Byrd Adajian (Eds.), New directions for equity in mathematics education (pp ). Cambridge: Cambridge University Press.
Does Calculation or Word-Problem Instruction Provide a Stronger Route to Prealgebraic Knowledge?,” by Lynn Fuchs et al., Journal of Educational Psychology, 2014, Volume 106, Number 4, pp
Gardner's Multiple Intelligences. (n.d.). Retrieved November 01, 2016, from
A. (n.d.). Nine Ways to Catch Kids Up. Retrieved November 01, 2016, from leadership/nov07/vol65/num03/Nine-Ways-to-Catch-Kids-Up.aspx