Intervention and Rationale
Going into the second semester students were given a questionnaire that asked about the class. One of the main points of feedback was a desire to have more challenging math. Two other relevant and notable remarks were to go at a faster pace and to have more math. Taking these needs into account I aimed to design a system where students’ needs could be met while addressing my research question about project-based learning and achievement in 9th grade math, specifically in regards to systems of equations and inequalities.
Intervention and Rationale
The intervention I plan to conduct is to present students with a choice between a more traditional style of learning and project-based learning. The first option is going to be for students to have more math problems through worksheets, open-ended problems and lectures. Students had asked for more math in the semester survey and through this option students will receive at least 25 problems dealing with system of equations and inequalities. This more traditional style will be made clear to the students what to expect in terms of style of teaching and learning, as well as the expectations of student work. These practice problems will be split up into three categories: Just getting it, Getting it and Challenge me. The goal of this differentiation is twofold. First, I want to give students material they can access at their learning level at that moment of the learning process. Second, I want to try and challenge students more with problems that require more steps and more critical thinking. These problems are also supplemented with various lectures throughout the weeks.
The second option is going to be a project that uses system of inequalities and equations to answer a question relating to the overall project theme of the beginning of the second semester. The number of math problems is paired down to only a few. The project will consist of figuring out the number of twelve inch and five inch balloons it would take to lift someone off the ground. Since our second semester project theme will be flight, this project will tie in our theme and the math concept. Students will be given a helium tank, a packet of 50 twelve-inch balloons and a packet of 75 five-inch balloons. They will collect any relevant data using digital scales and weights. They also will be given a second set of restraints, a budget. The twelve-inch balloons will cost 11 cents each, while the five-inch balloons will cost 5 cents each. They will have a budget of $20,000. The reason for this enormous budget is students will need a large amount of balloons and their limitations have to be realistic. Having calculated the values beforehand, I know they will need an enormous amount of balloons.
Intervention and Rationale
The intervention I plan to conduct is to present students with a choice between a more traditional style of learning and project-based learning. The first option is going to be for students to have more math problems through worksheets, open-ended problems and lectures. Students had asked for more math in the semester survey and through this option students will receive at least 25 problems dealing with system of equations and inequalities. This more traditional style will be made clear to the students what to expect in terms of style of teaching and learning, as well as the expectations of student work. These practice problems will be split up into three categories: Just getting it, Getting it and Challenge me. The goal of this differentiation is twofold. First, I want to give students material they can access at their learning level at that moment of the learning process. Second, I want to try and challenge students more with problems that require more steps and more critical thinking. These problems are also supplemented with various lectures throughout the weeks.
The second option is going to be a project that uses system of inequalities and equations to answer a question relating to the overall project theme of the beginning of the second semester. The number of math problems is paired down to only a few. The project will consist of figuring out the number of twelve inch and five inch balloons it would take to lift someone off the ground. Since our second semester project theme will be flight, this project will tie in our theme and the math concept. Students will be given a helium tank, a packet of 50 twelve-inch balloons and a packet of 75 five-inch balloons. They will collect any relevant data using digital scales and weights. They also will be given a second set of restraints, a budget. The twelve-inch balloons will cost 11 cents each, while the five-inch balloons will cost 5 cents each. They will have a budget of $20,000. The reason for this enormous budget is students will need a large amount of balloons and their limitations have to be realistic. Having calculated the values beforehand, I know they will need an enormous amount of balloons.