This document discusses improving student engagement and mathematical understanding through instructional strategies and student reflection. It outlines research on complex instruction, group work, and metacognition. Pre-intervention data is presented on student test scores and behaviors. An action plan is described using group tasks, rubrics, and reflections. Post-intervention data includes task grades, reflections, and test scores. The question of whether engagement and understanding can be improved through these methods is answered affirmatively, with next steps proposed.

1. Improving Student Engagement and Mathematical Understanding Suzette Nielson Amanda Tame ECU 521

2. Target Question Can we improve student engagement and mathematical understanding through the use of varied instructional strategies and student reflection? cmoe.com

3. Research Instructional Strategies: Complex Instruction Structured groups Group-worthy tasks Assigned roles Student responsibility Group empathy Teacher as facilitator instead of expert Student Reflection Meta-cognition of learning process Creating learning goals Recognition of growth over time Personal accountability yaffo.usac.gov cartoonstock.com

4. Pre-Intervention Data Previous chapter test score Overall grade Student checklist of classroom behavior Teacher observations Other Algebra 1 teachers’ comments Current teaching practices Lack of group-worthy tasks Lack of student reflection

5. Examples of pre-intervention data Teacher observation list of “Student C”

6. Examples of pre-intervention data Classroom behavior and attitude reflections

7. Examples of pre-intervention data Other teachers’ comments on shared students behavior and attitudes Student B: “Last year, even in the midst of a chaotic class, he would sit up straight in his chair and tell me that he was listening.” Student C: “Last year, he couldn’t sit still in his seat and was always disrupting other students.” “This year, after 2 months, he was kicked out of the math support class.”

8. Action Plan Create: Group-worthy task Rubric Student self-assessment of group participation Classroom behavior/attitude reflection Task reflection of mathematical understanding Intervention Implementation: Assign task Timeline: 2 days: work on problem 1 day: make poster 1 day: presentations 1 day: self-assessment and reflections 1 day: summative assessment (chapter test)

9. Post-Intervention Data Task grade by teacher Self-assessment of group participation Classroom behavior/attitude reflection Task reflection of mathematical understanding Teacher observation Chapter test Cumulative grade

10. Examples of post-intervention data Poster – Student C

11. Examples of post-intervention data Poster – Student B

12. Examples of post-intervention data Poster – Student A

13. Examples of post-intervention data Classroom behavior and attitude reflections

14. Examples of post-intervention data Table of pre and post scores

15. Summary Question: Can we improve student engagement and mathematical understanding through the use of varied instructional strategies and student reflection? Answer: Yes.

16. Next Steps… Further definition of roles within groups Clearer questions in checklist and task reflection Separation of pre and post assessments Student involvement in rubrics Clearer expectations with regards to poster presentation