I have discovered there is an abundance of quality research centered around my driving question. I have noticed that researchers in other countries are also approaching teaching math by designing lessons that require students to communicate with each other by speaking, listening and giving feedback to their peers. My driving questions has been narrowed this week, and while I am focusing on students repeated practice in explaining how they solve a math problem using specific vocabulary, I am discovering useful and in depth articles and research that has helped me to focus on the repeated practice of communicating. Internationally, I have connected my driving question with a study done by Euphony F. Y Yang, Ben Chang, Hercy N.H Cheng, Tak-Wai Chan in Taiwan that focused on second graders using tablets to tutor classmates on solving math word problems. The control group was taught the concept with one to one materials and teacher led instruction. The reciprocal peer teaching model presented, shows students working in pairs. First, students worked together to understand the problem, draw a representation, write a solution, and explain the solution. Second, still in pairs they took turns teaching their partner, and were then questioned by their partner. Then, roles were reversed and teaching and questioning happened again. Third, the pair revised what they had prepared. Lastly, the pair taught the whole class, and then the whole class questioned the teaching students. The results show higher post test scores for the experimental group versus the control group when asked to understand mathematical equations. Nationally, I’ve discovered an author of an article titled, Math Out Loud, Robyn Silbey, who addresses the importance of students speaking and writing about math problems and then reviews different methods to facilitate students talking and explaining the strategy they used to solve a math problem, as well as ways to facilitate writing. I am planning to use a strategy she outlines called Numbered Heads where a group of 4 students discuss a way to solve a problem, then the teacher chooses a random number and that number is the student who responds and reports back to the class. Students speaking and listening is something that is important to facilitate and the strategy crosses borders and oceans. Literacy standards within the state prescribe students to “build on others ideas, and express their own clearly.” My driving question facilitates students to explain and communication ideas and strategies they use to solve math word problems. Within my district and school site, our strategic plan states “Implement a balanced literacy program that ensures all students TK - 12 read, write and communicate proficiently.” and “Ensure English Learners access to English language development throughout the day.” My driving question is aligned with these two goals and connects with literacy standards required by the state. I am still in the process of formulating my experimental design, but have a strong feeling that the data will be quantitative incorporating student math and reading scores.
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