Engagement in the

st 21

Century Mathematics Classroom

EEEEn

Kirsten Gerhardt

Touro University California

Introduction

Conclusions

Driving Question & Initial Analysis

Engagement in the Mathematics Classroom

www.learnovationlab.org
Teacher survey feedback after one year of using Power Teaching Math (PTM) cooperative learning strategy in the classroom.

The cooperative learning engagement strategy can have many outstanding results on student achievement, self-esteem, attitudes about learning, and positive social relationships. Through my Learnovation Lab project, I hope to inspire other teachers to bring this strategy and other innovative teaching practices into their classrooms through the use of technology. Technology can be the tool that leverages opportunities for all teachers and students to develop into 21st century learners.
The three graphs below show student responses to survey questions.

My group helps me when I don't understand. 100

100

Math is better when you work with a team.

I like working with my group. 100

80 69 60 60

80

76

80 68 62

60

60
49

Number of Students

Number of Students

40 23

40 29

Number of Students

40 30

20 20 11

20

17

14

20 6

14

Image by Scott Maxwell on flickr.com

Would you recommend Power Teaching Math to other teachers in the district?

Strongly Disagree

Disagree

No Opinion

Agree

Strongly Agree

Strongly Disagree

Disagree

No Opinion

Agree

Strongly Agree

Strongly Disagree

Disagree

No Opinion

Agree

Strongly Agree

Level of Agreement

Level of Agreement

Level of Agreement

Literature cited
Bacon, Alison. (2012). Mathematical Student Motivation. Retrieved from http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED528937

Yes 73% No 0% Maybe 27%

Bancroft, B.L. (2010) Enhancing Student Achievement Through Cooperative Learning at the Elementary Level. Retrieved from http:// www.nmu.edu/sites/DrupalEducation. Bernero, J. (2000). Motivating Students in Math Using Cooperative Learning. Retrieved from http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED446999 Johnson, D. W. and Johnson, Roget T. (2009). An Educational Psychology Success Story: Social Interdependence Theory and Cooperative Learning. Educational Researcher, Vol. 38, No. 5, pp.365-379. Nolinske, T., & Millis, B. (1999). Cooperative Learning as an approach to Pedagogy. The American Journal of Occupational Therapy, 53(1), 3140.

Background and Need

What would you say is the biggest positive outcome of using PTM in your classroom this year?
The kids talk to each other in a more meaningful way. The students have a deeper understanding of math this year. I don't feel as stressed out about math. Less problems, but more understanding Now they are helping each other. Students talk about math and varied strategies to solve. Students have a better understanding of what it means to work with other students. The kids enjoy working with each other. There's a list of goals for the students and me to refer to, which helps some kids stay on task.

Acknowledgments
Thank you to Napa Learns for your generous financial support in my professional development as a teacher. Thank you to my Touro University instructors and wonderful Cohort 3 for your inspiration and guidance through the Innovating Learning program.

For further information

Kagan Publishing and Professional Development

Please contact Touro University @ www.tu.edu. More information on this and related projects can be obtained at www.learnovationlab.org

Dr. Nicki Newton on You Tube