Date of Award
Action Research Project
Master of Arts in Education
Curriculum and Instruction
The purposes of this research were to examine the effects of differentiated mathematics rotations on student achievement, in the area of addition and subtraction fact fluency to ten, and how mathematics rotations influenced students’ feelings towards mathematics. The study was conducted over a six-week period in a first-grade classroom in a Midwestern state. Data collection methods included student feedback, addition assessments, subtraction assessments, and teacher observational checklist. The results of the study indicated an overall increase in both addition and subtraction fact fluency and students expressed more positive feelings towards mathematics. Both teacher researchers will continue to use mathematic rotations as the main framework in their classrooms to increase student achievement and continue to create more positive feelings towards mathematics. Further research topics include the effects of mathematics rotations on other mathematics standards and the effects of mathematics rotations throughout all grade levels.
Bold, Samantha and Kaubisch, Alison. (2015). The Effects of Differentiated Mathematics Rotations on Basic Facts. Retrieved from Sophia, the St. Catherine University repository website: http://sophia.stkate.edu/maed/97