Prospectus Task 1

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School

Western Governors University *

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C635

Subject

Mathematics

Date

Feb 20, 2024

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docx

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Uploaded by kclinedinst

1 QYM1 Task 1: Prospectus Kyle Clinedinst Student ID-001029234 Western Governors University Instructor: JeLena Fleming July 7, 2022

2 Capstone Prospectus A: Research Topic The education related research topic that I will be researching and collecting data on is number sense and fact fluency differentiated instruction focusing on multiplication and division among children ages 8-10. My current professional setting is a self- contained third grade general education teacher. My degree program is Master of Arts degree in Mathematics Education (K-6). My research will be done through the “Mount Vernon Parks Summer Program” where teachers can volunteer to teach different lessons to students throughout the summer. This topic relates to my degree program and professional setting because fact fluency is key to number sense and problem-solving skills. “Basic facts truly are the foundation on which all mathematical computation is based (larger numbers, rational numbers, operations with variables, and so on).” (Bay-Williams, Kling, 2019). Fact fluency not only is key for third graders in my school, but in the field of education. The ability to fluently add and subtract within 1,000 is a Ohio State Mathematic 2nd grade standard, and the ability to fluently multiply and divide within 100 is a Ohio State Mathematic 3rd grade standard. ( Ohio Learning Standards Mathematics , 2017). Students that struggle with fact fluency also struggle with higher-level problem-solving skills and have continued difficulty with mathematics. (Hanich, Jordan, Kaplan, Dick, 2001).

3 B1: Problem Statement Students in my classroom and surrounding area struggle with number sense and fact fluency. Number sense and fact fluency difficulties lead to problem solving and critical thinking issues. Some possible causes to this problem may be the lack of fact fluency instructional time and the type of instruction. B2: Problem Discussion The instructional problem that my students face involves number sense and fact fluency. Many students struggle with fact fluency, which correlates to them struggling with word problems and problem-solving. Math instruction has placed an emphasis on real world problem solving which correlates to word problems. But these real-world problem-solving skills become more difficult for students who struggle with number sense and fact fluency at an early age. ( Sleeman, Friesen, Tyler-Merrick, Walker, 2021). Some possible causes to this problem may be the lack of fact fluency instructional time and the type of instruction. Many teachers feel that there is not enough instructional time in a school day. Teachers often focus on problem solving and critical thinking skills using manipulatives, which is great. But fact fluency gets put into centers in the form of online computer-based fluency practice. This form of instruction may not be efficient, especially for the children with disabilities and/or computer limitations. This is especially true for elementary students. (Cates, 2005) C: Proposed Solution The potential instructional unit that will be implemented is a peer/collaborative learning differentiated instruction. This instructional unit will be first modeled by the

4 teacher, then practiced by the students, then be student led allowing the teacher to be the facilitator. The potential instructional unit will be 2 weeks in duration. The purpose of the instructional unit is to see if the instructional unit helps the participants improve their number sense and fact fluency skills according to the data collecting instrument. Day 1- (30 minutes) The first day of the instructional unit will be used to give the participants a pre-assessment, (seen in appendix A), to collect data and model the peer-lead instruction. The pre-assessment will assess the student’s prior knowledge and understanding of multiplication and division fact fluency and number sense. The data will be organized and used to make groups for the peer-lead instruction. The groups will be organized by common difficulties related to fact fluency and number sense which will begin on day 2. (Each group will be doing the same activities, but the flash cards will be differentiated according to the participants needs.) Next, the teacher will model how to “play” the first type of fact fluency practice game with all 10 participants. The first flash card game will be called “Kings and Queens”. One player has a stack of pre-assigned flash cards and is the king or queen. (The king or queen sits in a chair while the others are in a half circle around them on the floor.) The king or queen will take turns showing each player flashcards. Each player has 5 seconds to answer the math fact. If the player does not get the answer in time, or says an incorrect answer, the next player gets a chance to answer the flash card. At the end, the player with the most facts becomes the new king or queen. If there is a tie, a game of rock, paper, scissors will determine the winner. Days 2-5- (30 minutes per day) The teacher will start by reviewing the game “Kings and Queens”. Then, the teacher will provide the pre-assigned flash cards to

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