Action Research Abstract

Will focusing on learning targets increase student achievement?

The purpose of my action research is to see if implementing learning targets the way that research suggests using them will increase student achievement. While I have not collected all of my data, my initial data suggests that student may be more aware of the connection between their actions and their learning. However, no conclusions can be drawn yet.

I focused on learning targets throughout the lesson in one of my two Algebra 2 classes by using quiz reflections and daily references to the learning targets. Students completed the quiz reflections and noted whether they understood the problems or needed to study the learning target. Students also noted if they had done and understood the homework assignment that was associated with the learning target.

I will compare the tests results of the two classes. Initially, my control group class generally scores higher than the group using learning targets, so some adjustments will have to be made to see if there is a statistically significant difference.

While I can not draw any formal conclusions yet, I do see students understanding the link between homework and their learning more in my learning target group. I anticipate no real difference in their scores, but hope to be proved wrong.

Algebra 2

I have been teaching Algebra 2 for 7 years now.  I love it.  It is my favorite class to teach because the content finally begins to be applied to real life.   This is where kids are really asked to think about Algebra.  Students who flew by with A's all their lives in math might finally see a B in Algebra 2 because it really becomes about the content and understanding it instead of just being able to perform skills.  I love Algebra 2...until recently, that is.

The state of MN now requires all students to take Algebra 2, or at least the content equivalent, in order to graduate.  I have always been a proponent of encouraging kids to take as much math as possible, but I am also realistic about the fact that there is a group of people who really don't need to be able to graph a quadratic function or solve a logarthmic equation.  It is just not essential to life.  These decisions are based on the fact that there is a link between the amount of math a student has and how successful they are in college and beyond.  As a statistics teacher, I also know that correlation does not prove causation.  We have to be realistic about the fact that there are lurking variables (like study skills, home life, and attitude) that impact a student's success.  But instead of recognizing this, we force our students into a one-size-fits-all everybody is equal box.

Not every student is cut out for Algebra 2.  My recent struggles with teaching my classes is evidence of this.  Instead of being filled with students who are electing to take the class and who have somewhat strong math skills, suddenly we have an influx of students whose math skills are incredibly low.  The course has become watered down and this students who would have been in the class anyway- the ones who like the challenge - find themselves bored and not getting the complete benefit of the course.  It is no longer a college prep class, but instead has become a basic math course.

So I ask now:  will these kids really be more successful in college and beyond if the class that was supposed to have been the cause of their success is now a watered down version of its former glory?  I question the reasoning behind requiring this course.  Not every student should be required to solve a rational equation in order to graduate.  I think we all have our strengths and we should allow students to find their own strengths instead of forcing them to be a mathematician.