Running head: RESEARCH PLAN AND SELF-REFLECTION

Research Plan and Self-Reflection

Cristina Flores
University of St. Thomas

December 6, 2015
Fall 2015

RESEARCH PLAN AND SELF REFLECTION

The research question guiding this study is, is there a significant difference in math
achievement levels between students receiving interdisciplinary support (reading) and students
who are provided traditional math instruction? A particular weakness among U.S. students is
their performance involving higher order thinking skills when solving real world problems.
Students have difficulty translating word problems into mathematical terms. According to
Kajamies, Vauras, and Kinnunen (2010) studies have shown that many students do not even
attempt to comprehend the problem and instead try to make sense of the numbers and
calculations with an equation familiar to them whether or not it is an appropriate approach. How
to teach problem solving has been a challenge for teachers in their efforts to provide students
with the necessary skills to successfully carry out tasks involving mathematics. This literature
synthesis will focus on the benefits of integrating reading strategies when teaching math problem
solving. Much of the research indicates a positive correlation between the uses of a variety of
reading strategies when teaching math. Some of the strategies include: vocabulary instruction,
questioning, predicting, summarizing and use of prior knowledge strategies.
The literature on the use of reading strategies to support math problem solving suggest it
can provide purposeful learning situations for students. In fact, a study by Griffin and Jitendra
(2009) has shown a strong correlation between reading comprehension and a students ability to
understand what it is they have to solve in mathematical problems. The researchers, Carter and
Dean (2006), used explicit reading strategies to help support students with word math problem
solving. They concluded that the use of vocabulary instruction, followed by questioning, and
application of prior knowledge was used by math teachers in order to improve reading
comprehension of mathematical text. According to the authors, math teachers can integrate
small changes in their instruction that may yield large changes in the students comprehension of

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math (2006). In addition, Meyer (2014) reported positive anecdotal feedback from teachers
when using explicit reading strategies to support math problem solving. Teachers felt students
knew the expectation was to go beyond the superficial understanding of problems and applying
deeper reading thinking skills. She had also previously found positive results and extended the
focus of her research approach for problem solving in mathematics by including predicting,
clarifying, solving, and summarizing strategies in her study, all of which are considered best
practices.
Other literature report on how writing and discussion support in the understanding of
math text by accessing higher thinking skills. Winograd and Higgins (1995), suggest the use of
writing and discussion in order to provide students with opportunities to build background
knowledge and discover connections. The authors suggest allowing students to write their own
problems and discuss, allowing students to negotiate understanding and use higher thinking
skills. Hintz and Smith (2013), outline a process in which they integrate mathematics and
reading through the use of discussions during read-alouds. The authors, just like Winograd and
Higgins, use writing as an extension to the read-alouds allowing students to explore ideas at a
deeper level. By writing, students were encouraged to share their thoughts during discussions
and think at a deeper level. Halladay and Neumann (2012), make specific reference to the use of
questioning in order to scaffold students when problem solving. They explain how teachers can
better serve as facilitators instead of providing students with what they want to hear.
The literature also focused on the understanding of mathematical language and
vocabulary to better comprehend problem solving. Jitendra, Griffin, Buchaman, and Sczesniak
(2007), explained in their research how the use of traditional teaching methods have taught
students to use keywords as a problem strategy, yet not all word problems may be solved by

RESEARCH PLAN AND SELF REFLECTION

focusing on clue words. The authors also mentioned how the understanding of math symbolism
is crucial to problem solving, yet it can be limited if students cannot make connections and
determine an appropriate plan in solving a math problem task (2007). Quinnell and Carter
(2013), also make reference to the use of symbols and abbreviations in mathematics. They
continue on by explaining how the use of these symbols and abbreviations can pose a big
challenge for students who are expected to express word problems into mathematical
expressions. The authors concluded that the complexity of math text when problem solving will
require students to use vocabulary language successfully.
Throughout the literature, the integration of best practices throughout content seems to be
a positive idea. According to authors Halladay and Newmann (2012), interdisciplinary studies
have become increasingly popular due to the positive outcomes of using reading strategies when
teaching math problem solving. The authors made a connection with the many reading strategies
and how they can be applied to math problem solving. Carter and Dean (2006), also make
reference to teaching across content and providing students different strategies when problem
solving. Although, much of the literature supports the use of reading strategies during math
instruction, further studies should be conducted in capturing teachers perceptions on teaching
across content areas. There was limited mention on how math teachers felt about teaching
reading as part as their math instruction.

RESEARCH PLAN AND SELF REFLECTION

Method
Participants
The research would be conducted within two math and science departmentalized
classrooms. One of the classrooms would serve as the control group while the other would be
the treatment group. The participants would be a sample of 40 third grade students. All of the
participants will be required to sign a consent form informing parents of the details of the study
and its purpose. Teachers participating in the study will also be provided with a consent form
and a survey. After receiving consent, the study would be conducted at Treasure Forest
Elementary for a period of four months or a semester long period.
Measures
I will use a pre and post-test to evaluate student achievement math levels.

I will also

create and use a survey to assess teacher comfort levels in their use of reading strategies when
teaching math word problems, their perception of what students struggle with the most when
solving word problems, and their perception of the importance reading plays when students are
solving math word problems. The survey will include a Likert scale and open ended questions.
Design and Procedure
For this case study I plan on using a quantitative approach. This approach will allow me
to assess the significance in the performance of the control and treatment groups. The students
will be assessed through the use of a created math word problem solving test. This will be the
same test that will used as the post test.
The case study would take place over a period of four months, this would allow for
teachers to teach using the reading strategies over a period of time. The students will be given a
time frame of an hour and fifteen minutes to finish the test. Before assessing the students I

RESEARCH PLAN AND SELF REFLECTION

would provide teachers with a survey as mentioned above. This would give me information on
the teachers perceptions when teaching math word problems during math class.
Data Analysis Plan
Data will be organized using descriptive statistics. The information will be gathered
through the use of surveys and organized using a spreadsheet. In order to find the significance
and the effect size of the study, I plan on running paired t-tests and Cohens d. I would first run a
paired t-test using the pre and post-test scores of the control group. I would then run a t-test on
the treatment group. With the information gathered from these two tests, I would then use the
means and standard deviations to find the Cohens d.

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References
Carter, T., & Dean, E. (2006). Mathematics intervention for grades 511: Teaching mathematics,
reading, or both? Reading Psychology, 27(2), 127-146. doi:10.1080/02702710600640248
Griffin, C.C. & Jitendra, A. K. (2009). Word problem-solving instruction in inclusive third-grade
classrooms. Journal of Educational Research, 102(3), 187-202.
Halladay, J. L., & Neumann, M. D. (2012). Connecting reading and mathematical strategies.
Reading Teacher, 65(7), 471-476. doi:10.1002/TRTR.01070
Hillman, A. M. (2014). A literature review on disciplinary literacy. Journal of Adolescent &
Adult Literacy, 57(5), 397-406. doi:10.1002/jaal.256
Hintz, A & Smith, A. (2013). Mathematizing read-alouds in three easy steps. The Reading
Teacher, 67(2), 103-108.
Jitendra, A.K., Griffin, C.C., Buchman, A.D., & Sczesniak, E. (2007). Mathematical word
problem solving in third-grade classrooms. The Journal of Educational Research, 100(2),
283-302.
Kajamies, A, Vauras, M. & Kinnunen, R. (2010). Instructing low achievers in mathematical word
problem solving, Scandinavian Journal of Educational Research, 54(4), 335-355.
Meyer, K. (2014). Making meaning in mathematics problem-solving using the reciprocal
teaching approach. Australian Journal of Language & Literacy, 37(2), 7-14. Retrieved from
http://ezproxy.stthom.edu:2048/login?url=http://search.ebscohost.com/login.aspx?
direct=true&db=a9h&AN=96256134&site=ehost-live
Quinnell, L. & Carter, M. (2013). Gibberish or what? Australian Primary Mathematics
Classroom, 18(1), 8-14.

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Winograd, K & Higgins, K.M. (1995). Writing, reading, and talking mathematics: One
interdisciplinary possibility. The Reading Teacher.48(4), 310-318.

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Reflection
Previous to taking this class I had been a part of another research class. Now that I have
completed this course, I feel the first class provided me with very superficial information. I feel
I have gained a lot of knowledge on how research is conducted. Although we did not have to
conduct the research study, going through the process of writing one gave me the opportunity to
think about how I would organize one. I feel this is very beneficial and have an idea on how
studies come about.
Reading the different studies within my topic and the articles we received in class
sometimes were difficult to understand. I am glad we had the opportunity to go over articles and
determine the components to the research studies. Navigating through the papers do not seem to
be as daunting as before especially long research papers. I also feel that I have gained more
knowledge on the different tests that are used in doing research. Having gone through the dataset
assignment helped me better understand why particular tests are used to analyze certain research
questions.
Overall, I feel this class has helped be grow academically. It allowed me to continue
using my writing, which is something I do not always get to do in such a structured way. I do
consider writing plays a very important role in the field of education and administration.
Having written this plan gives me a bit more confidence in carrying out the plan and possibly in
the future apply what I have learned and carrying out other plans.
I understand there is much more to learn in the field of research, but what I have learned
up until now has been a great experience. I would consider this class being one of my most
challenging classes in the program, but not an impossible class. I enjoyed being a part of your
class and seeing how my writing evolved over the period of the course.