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Mathematics: Above, Below, and Beyond

Mathematics: Above, Below, and Beyond. STEM Connection Conference Old Dominion University Norfolk, Virginia August 6, 2013. Mathematics: Above, Below, and Beyond. Introduction Romona Jackson – Middle-School Special Educator (Math)

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Mathematics: Above, Below, and Beyond

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  1. Mathematics: Above, Below, and Beyond STEM Connection Conference Old Dominion University Norfolk, Virginia August 6, 2013

  2. Mathematics: Above, Below, and Beyond • Introduction • Romona Jackson – Middle-School Special Educator (Math) • Ashlee Swales – Middle-School Regular Educator (Math)

  3. Mathematics: Above, Below, and Beyond • Activity • Overview of Project • Hampton Education Foundation Grant • Experimental and Control Groups • Traditional vs. Non-traditional Instruction • Definition • Traditional Instruction: includes lecture, rote learning, guided practice, independent practice (worksheets), teacher-directed activities • Non-traditional Instruction: includes student discussions, research, hands-on, practical experiences, cooperative learning, student-centered activities • Hands-on Activities • Contracts

  4. Exploring Mathematics: Above, Below, and Beyond - A Project to Improve the Mathematics Skills of 7th Grade Students Enrolled in Course 2 Using Traditional and Interactive/Hands-On Materials and Project-Based Cooperative Learning Supported by a grant from the Hampton Education Foundation Principal Investigators: Ms. Jackson and Ms. Swales

  5. Mathematics: Above, Below, and Beyond Hands-On Activity • Contract #2 • Ring Gliders

  6. Mathematics: Above, Below, and Beyond

  7. Ring-Wing Gliders Tested by 7th Grade LMS Students – Afternoon Class Mathematics: Above, Below, and Beyond Frequency Distance in Feet

  8. Mathematics: Above, Below, and Beyond Hands-On Activity • Contract #3 • Quadrilateral Art

  9. Mathematics: Above, Below, and Beyond Quadrilateral Art Please create a picture using only quadrilaterals. You must use at least 3 of each type of quadrilateral in your picture. You MUST use at least 3 rectangles, 3 squares, 3 rhombuses, 3 parallelograms and 3 trapezoids. Use the patterns of the quadrilaterals in the envelopes to trace the figure on your paper. Color each type of quadrilateral a different color; that is, rectangles are blue, squares are red, rhombuses are purple, parallelograms are orange and trapezoids are green. This is how your work will be graded: At least 3 rectangles used (4 points each) = 12 points Rectangles identified correctly by color = 8 points At least 3 squares used (4 points each) = 12 points Squares identified correctly by color = 8 points At least 3 rhombuses used (4 points each) = 12 points Rhombuses identified correctly by color = 8 points At least 3 parallelograms used (4 points each) = 12 points Parallelograms identified correctly by color = 8 points At least 3 trapezoids used (4 points each) = 12 points Trapezoids identified correctly by color = 8 points Total = 100 points

  10. Company Name: ______ Architect: _________Civil Engineer: _________ Manufacturing Engineer: ___________ Assigned area of Development________________ Community Development – Contract #8 Your company has been hired to consult for a commercial development corporation to build a new community to include residences and parks, a shopping mall, and office buildings. Each company will be given a surface area of a specific size to develop. You have to determine its size in square inches. You are to build the structures in your area in the shape of rectangular prisms. If you are assigned to build a shopping area, you have to decide whether to build a mall like Patrick Henry Mall, a shopping center like Coliseum Crossing, or individual stores according to the size of your surface area. If you are assigned to build office buildings, you have to decide how many and the size of each according to the size of your surface area. If you are assigned to the residential/playground area, you have to decide the number of houses, the number of streets, and size of playground according to the size of your surface area. Dr. Fun N. Math and Ms. Jackson will be available for guidance. Please use your knowledge of surface area to build a successful community. All materials and supplies will be provided. For example, boxes can be wrapped with paper and decorated. Mathematics: Above, Below, and Beyond Residential Planning Sheet Understand My total area for the residential/playground development is ________ square inches. Plan Is there a particular residential community you would like to model your development after? If yes, discuss with your company CEOs… If no, discuss your new design ideas. Solve The roads will take about ____________square inches from the total available space. This leaves about ___________ square inches for houses and playground. The playground will cover about ________ square inches. This leaves a total of _______________square inches for houses. I can fit about ____________houses, each with a floor area of about ___________square inches in this area. Check Review your calculations, which should add up to the total surface area of the development.

  11. Mathematics: Above, Below, and Beyond

  12. Mathematics: Above, Below, and Beyond Attitude Toward Mathematics for Students Receiving Non-Traditional Instruction Non-Traditional Item Mean Std Dev. Sig. Usefulness Pre-survey 16.80 2.50 .000 Usefulness Post-survey 19.27 1.41 Confidence Pre-survey 15.93 4.56 .367 Confidence Post-survey 16.67 3.25 Anxiety Pre-survey 11.47 4.20 .181 Anxiety Post-survey 10.00 4.28 Motivation Pre-survey 12.64 3.84 .003 Motivation Post-survey 14.86 3.44 ________________________________________________________________________________________________________________ Attitude Toward Mathematics for Students Receiving TraditionalInstruction Traditional Item Mean Std Dev. Sig. Usefulness Pre-survey 16.56 2.43 .711 Usefulness Post-survey 16.89 3.09 Confidence Pre-survey 16.00 3.42 .012 Confidence Post-survey 14.71 4.29 Anxiety Pre-survey 12.00 4.71 .366 Anxiety Post-survey 11.38 3.65 Motivation Pre-survey 12.00 4.35 .770 Motivation Post-survey 11.63 4.35

  13. Mathematics: Above, Below, and Beyond Academic Performance for Students Receiving Non-traditional Instruction on the Pre-test and Post-test Non-traditional Instruction Item Mean Std Dev. Sig. Pre-test .53 .09 .000 Post-test .74 .18 _______________________________________________________________________ Academic Performance for Students Receiving Traditional Instruction on the Pre-test and Post-test Traditional Instruction Item Mean Std Dev. Sig. Pre-test .59 .08 .968 Post-test .59 .14

  14. Mathematics: Above, Below, and Beyond Correlation between confidence in math and benchmark scores based on placement. Special ED Item Correlation Sig. 3Q Benchmark/ .571 .013 Confidence Post-survey _______________________________________________________________ Regular ED Item Correlation Sig. 3Q Benchmark/ .291 .149 Confidence Post-survey

  15. Mathematics: Above, Below, and Beyond Academic Performance for Students Receiving Non-traditional vs. Traditional Instruction on the Benchmark Assessment Group Mean Std Dev. Sig. Non-traditional 361.18 29.62 .947 Traditional 361.69 30.25

  16. Mathematics: Above, Below, and Beyond What is the conclusion? ?

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