action_research_summary.docx Action Research Grand Canyon University: TCH-539 The t

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action_research_summary.docx Action Research Grand Canyon University: TCH-539 The two areas of research I have selected are the usage of math manipulatives in the classroom, and mathematical pr... oblem solving strategies for ELL students. As a math intervention teacher working with students that are three or more years behind grade level, at a school with over 80% of the population being ELL students, I believe that both of these topics will be a benefit to my classroom. Following a description of these two areas, I will summarize the four stages of action research. My focus for researching using manipulatives in a math classroom is to determine achievement outcomes from using them.Throughout my teaching career, I have used manipulatives in my classroom. Mainly I have used them at the primary and intermediate level. Some teachers may feel that using manipulatives at the middle school level takes too much time or that kids feel they are being treated like “little kids” when using them. I have started to use manipulatives more this year and am curious if this has an impact on their overall progress. Discovering the effectiveness of manipulatives on student achievement can be done through individual research of two different classes where one class is using manipulatives and the other is not, and comparing outcome results over the course of a unit or possibly longer. If outcome results demonstrate more success in using manipulatives, then students will benefit from them being used more often and I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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