Date of Award
5-2022
Document Type
Action Research Project
Degree Name
Master of Arts in Education
Department
Education, Montessori
First Advisor
Alisha Brandon
Second Advisor
Sarah Hassebroek
Department/School
Montessori Elementary Education, Elementary Education
Abstract
Critical thinking consists of the mental processes, strategies, and representations individuals use to solve problems, make decisions, and learn new concepts. We observed our 6th-year students struggling with algebra functions and problem-solving. These observations motivated us to engage in active research to improve the students' critical thinking and problem-solving skills. We administered interventions that supported the language transfer between traditional mathematical language and Montessori mathematical terms. We utilized direct instruction with concrete algebra materials to lead the students to abstract work in algebra. We also used formal assessments and observations to decide what lessons the students should get next. Our explicit instruction included Hands-On Equations created by Borenson to provide students with a concrete representation of algebraic skills and guide them to abstract understanding. This action research occurred within an Upper Elementary Montessori classroom and included seven 6th-year students aged 11 to 12. Two Montessori co-teachers conducted the study within eight weeks during January and February of 2022. Overall, students showed improvement on assessments, enhanced interest in math, and increased confidence when utilizing their problem-solving skills on problems involving newly learned concepts.
Recommended Citation
Deacon, Sandra and Pillers, Courtney. (2022). Improving Assessment Outcomes in Algebra and Functions Through Concrete Materials and Direct Instruction. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/454
Included in
Curriculum and Instruction Commons, Educational Methods Commons, Elementary Education Commons