Remediation in Mathematics Using Computer Technology at the Middle School Level

1. Remediation in Mathematics Using Computer Technology at the Middle School Level Presented by Anne Cutsinger August 2005

2. What have I noticed? • A significant number of students arrive unprepared for 7th grade mathematics. • These students have a difficult time processing grade level material. • Students that are behind at the beginning of the year just fall farther and farther back.

3. Why is remediation important? • Students that are below grade level are often disconnected and have difficulty following lessons through. • Links between prior knowledge and new concepts are not available. • New information is not in their “zone of proximal development”.

4. Remediation is necessary • Below grade level students must build up their basic skills and number sense. • Remediation in the regular classroom is very difficult. • Many students do not receive remediation for math until they reach the college entry level.

5. HOT Math • Hit your Own Target in Math • Individualized math program once a week • During student’s regular math period • Remediation for students that are below grade level on pre-test • Extension / exploration for students that are at or above grade level

6. How does HOT Math work? • Students are pre-tested to determine areas of deficit. • Students analyze their own test scores and develop a personal goal for their math work. • In the computer lab they will choose applets from the HOT Math page. • We will also work in the classroom when the lab is unavailable.

7. Why use computer technology? • Privacy • Individualized instruction • Independence • Choice

8. Student goals and reflection / self evaluation • Students will keep journal / log in a word file and save it in their math folder on their desktop. • We will periodically test to track growth. • Students will adjust their goals as necessary.

9. How will I evaluate the effectiveness of the program? • Much of the evidence I gather will be anecdotal: • Student attitude and attentiveness during HOT Math • Student attitude and attentiveness during grade level work • Student ability to connect remediation to grade level work

10. Resources • McDonald, N. (2005). Computer-assisted middle school mathematics remediation intervention: an outcome study. Retrieved Jul. 10, 2005, from http://www.amered.com http://www.amered.com/docs/buhl_research.pdf • Tall, D. (1993). Diagnosing students’ difficulties in learning mathematics. International Journal of Mathematics Education in Science & Technology, 24(2), 202-209. http://www.warwick.ac.uk/staff/David.Tall/pdfs/dot1993d-rashidi-ijmest.pdf • D. Tall, public presentation, (5 Jul 2005) http://www.warwick.ac.uk/staff/David.Tall/pdfs/dot2005e-crem-child-adult.pdf

11. Resources continued • Valdez, G. (2000). Middle school mathematics in miami-dade public schools: reform and technology. Oak Brook, IL: North Central Regional Education Labratory. http://www.l2l.org/iclt/2000/papers/214a.pdf • University of Illinois program description page about Uri Treisman’s model for collaborative groups and social support in mathematics http://www.math.uiuc.edu/MeritWorkshop/uriModel.html • Kasten, M. (1988). Students at risk in mathematics: implications for elementary schools. ERIC/SMEAC Mathematics Education Digest No. 2. http://www.ericdigests.org/pre-9217/risk.htm

12. Resources continued • Green , D. (2000). An investigation of indiana high school remediation programs. Monterey, CA: CTE / McGraw Hill. http://www.doe.state.in.us/reed/newsr/2000/05-May/rem_study.pdf • An analysis of available data on remediation activities. (1998). Retrieved Jul. 16, 2005, from Board of Governors for Higher Education Web site: http://www.ctdhe.org/info/oldreports/rptRemediation.htm