Data Collection Methods
The data collection methods used during the study were pre and post tests, math surveys, exit tickets, student engagement observations, and math fact interviews.
Pre & Post Tests
I chose to have my students complete pre-test and post-test assessments to track gains and measure student progress from the beginning of instruction to the end. Each student was given the pre-test and post-test assessments in a whole group setting. I read the tests out-loud to the students. Students were asked to complete the pre-test with skills or strategies they already had. For the post-test, I asked students to use strategies or skills that they had learned over the unit. The pre-test and post-test consisted of eight problems. One question was related to graphs, six were story problems, and the last was a two part multi-digit arithmetic problem. The questions came directly from the unit test provided by our Everyday Math curriculum. This data collection allowed me to conduct qualitative data analysis. After analyzing the pre-test and post test, I was able to see where students had gained understanding in mathematics as well as where I needed to add more reinforcement so that students could continue to grow as mathematicians.
Math Surveys
I wanted to know if math workshop had an effect on my students' attitudes towards math. I decided to give my students a math survey so I could evaluate their opinions before implementing a math workshop and afterward. I gave the survey to see if the implementation of a math workshop would improve student attitudes toward math. By giving my students this survey, I gained knowledge of their feelings towards math pre and post workshop. I was able to see students self evaluate their ability of mathematics and learn how they enjoyed math. I was able to configure activities they enjoyed so that they could achieve success during math. Each question was read aloud to students. It was important for the questions to be read aloud as I didn't want the reading proficiency of my students to be a barrier to their honest answers. Students had the option to choose "yes", "no", or "I don't know". The class took the survey as if it was an actual test. I told students there was no right or wrong answer. I wanted them to answer truthfully, without any worry about their peers seeing their answers.
Student Engagement Observation
To find out if students were engaged during math rotations, my cadre associate and I took notes on whether students were engaged in their learning. My associate took notes every Wednesday. She would observe the class while they completed their partner work and technology. She noted if she saw any off-task behavior. She would identify the student who was off-track, and their behavior. I would then talk to the student privately after class. At my table, observational notes were taken after each rotation every Wednesday. I kept track of the amount of reminders I had to give to students so that they were following expectations.
Exit Tickets
Before leaving my table, students completed a daily exit ticket. An exit ticket is a question that is posed to all students at the end of the lesson. Students write their answer on a card or piece of paper and hand it in as they exit the group. Each exit ticket was related to the concept being taught that day. I used this to see if students met the daily objective. This allowed me to see if the group was ready to move onto the next concept or if we needed to re-teach the standard in a different method. The exit tickets provided qualitative data.
Math Fact Interviews
Every Monday I would interview my students on their math fact fluency. Students were given the same 20 flash cards. The 20 flash cards consisted of the same random one-digit addition and subtraction math facts. I chose one-digit addition and subtraction facts because my students were still using their fingers to add and subtract at the beginning of this study. I recorded the amount of students who were able to answer all 20 math facts correctly. I used this data to track simple math fact fluency throughout the unit. I used each interview to determine which strategies were most effective for my students. The math fact interviews provided qualitative data.
