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Writing in Math Using Interactive Note Taking

Writing in Math Using Interactive Note Taking. Jamie Berrong , Phoebe Reid, Michelle Barrington, & Kelley Totten EDUC 4800 Action Research Project Georgia Gwinnet College School of Education Fall 2012. Introduction. Need: Interacting with reading and writing in math. Causes:

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Writing in Math Using Interactive Note Taking

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  1. Writing in Math Using Interactive Note Taking Jamie Berrong, Phoebe Reid, Michelle Barrington, & Kelley Totten EDUC 4800 Action Research Project Georgia Gwinnet College School of Education Fall 2012

  2. Introduction • Need: Interacting with reading and writing in math. • Causes: • Woodward Mill Elementary School: Building Literacy through interactive note-taking and summarizing: Cluster representatives will continue a vertical team initiative on building literacy skills across all content areas through interactive note-taking and summarizing. • Pharr and Craig Elementary School: All students to be able to be real life problem solvers and critical thinkers capable of solving complex math problems. • Solution: Ways to incorporate in the classroom: • Create math stories, exemplars, justify math answers by providing text evidence, real life word problems

  3. School Improvement Plans: Craig Elementary, Pharr Elementary, and Woodward Mill Elementary • Analysis of School Improvement Plan: Woodward Mill is starting a new strategy of interactive note-taking to teach to other districts. This is a new way of learning that can be used throughout all of the content areas. • Topic Selection: We selected this topic because integrating subjects is the latest trend to enhance overall learning. • Benefit: This will help students apply meaning to what they are learning, especially in math. Helps students delve deeper into material rather than skimming the surface.

  4. Description of Action Plan • Teachers first need to be trained on the strategy of how to carry out interactive note-taking in the classroom. This involves understanding the reasoning behind interactive note-taking which is to have the students interact with text in whichever content area being studied. It also involves knowing different ways to do interactive note-taking. Interactive note-taking is finding the main idea of the text and the details that support the main idea. This includes adding drawings that summarize what was read. This can also work for writing in math. Students can include writing in math in which they interact with it by solving the math problem.

  5. Relevant Literature • Burns, Marilyn. (2004). Writing in Math. Educational Leadership. Retrieved from http://www.pbs.org/teacherline/courses/rdla230/docs/session_1_burns.pdf • Boch, F., and Piolat, A. (2005). Note Taking and Learning: A Summary of Research. The WAC journal, Vol 16. • Dandelions and Dragonflies. (June, 2011). Interactive Notes. Retrieved from http://dandelionsdragonflies.blogspot.com/2012/01/interactive-notes.html • Downey, Dena M. (1995). “Writing in Math”. Language Arts Journal of Michigan: Vol. 11: Issue. 2, Article 7 • Golden, Lindsey. (2012). Children’s Literature In Mathematics Instruction. ABC-Clio Library Media connection. Vol. 31, p40. Retrieved from https://ehis.ebscohost.com/eds/detail?vid=2&sid=381f210c-44ea-42c7-9bb3-0ab2cd89d401%40sessionmgr115&hid=107&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=lfh&AN=82392207 • Green, Timothy. The Effects of the Interactive Student Notebook on Fifth Grade Math and Science Achievement. (2010). • Kostos, Kathleen & Shin, Eui-kyung (2010). Using math journals to enhance second graders' communication of mathematical thinking. Early Childhood Education Journal, Vol. 38 Issue 3, p223-231, 9p. Retrieved from http://ehis.ebscohost.com/eds/pdfviewer/pdfviewer?sid=be02e604-144e-4b6a-bf80-91dc07e55754%40sessionmgr12&vid=2&hid=8 • Morris, William L. (2007). Math in the Writing Center. Retrieved from http://www.tandfonline.com/doi/abs/10.3200/TCHS.80.2.70-73#preview • O’ Connell, Susan (2005). Now I get it: Strategies for building confident and competent mathematicians, K-6. Portsmouth, NH: Heinemann. • Steffani, Suzan & Selvester, Paula M. (2009). The relationship of drawing, writing, literacy, and math in kindergarten children. Reading Horizons, Vol. 49 Issue 2, p125-142, 18p retrieved from http://ehis.ebscohost.com/eds/pdfviewer/pdfviewer?sid=62cea228-5d3f-46f7-9c78-a722bffc82bb%40sessionmgr13&vid=5&hid=8

  6. Presentation of Findings/Artifacts • We found that writing in math and interactive note-taking has become a more effective strategy for engaging students in deeper understanding of the content material. • We chose to display examples of using articles from different content areas to display how interactive note-taking is carried out. We also included a fictional story that contains math problem solving within it.

  7. Feedback and Conclusions • Woodward Mill- This strategy is used and accepted at this school because this is the elementary school that is piloting this new technique. Other teachers from other districts have come to observe teachers from Woodward Mill carry out this strategy in the classroom. • Pharr- This is a strategy that will benefit our students to help them delve deeper into the material. It will create a variety of new techniques to enhance student productivity. • Craig- Since the main focus in math is teaching the students to justify math answers, interactive note-taking allows students to think through the problem-solving strategies and become more aware of why they are using certain math techniques.

  8. We Learned THESE Lessons • Lessons Learned: We learned by incorporating interactive note-taking it will enhance students learning. • Meaning to Us as Educators: Opened our eyes to new techniques of incorporating learning into all subject areas and not just going “by the book.” • Things We Would Do Differently Next Time: We will continue attending professional development on interactive note-taking using leveled readers to further their literacy foundational skills.

  9. Executive Summary • Need Identified: It will include modeling the lesson using the strategy, train other teachers within the school and other districts, and model/instruct students learning. We will incorporate students lived experiences into math to help them solve complex problems and interact with math. • Artifacts Developed: Our tri-fold board displaying examples of how to incorporate in everyday classrooms. • Feedback: This is a strategy that will benefit our students to help them delve deeper into the material. It will create a variety of new techniques to enhance student productivity. • End Result / Impact: It was eye opening because of the new technique and strategies that can be implemented in the classroom.

  10. Credit; Appreciation; Thanks • Craig Elementary School • Pharr Elementary School • Woodward Mill Elementary School • Phoebe Reid • Jamie Berrong • Kelley Totten • Michelle Barrington

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