Wednesday 27 March 2024

CoL Inquiry - Part One

It's been a couple of weeks since my students sat their PAT Math test, and so I've spent a lot of time reflecting on their results. At the start of each year we use these tests to help us to understand our students better; to see which areas of maths they succeed at, and which ones they are struggling with. 

The target group for my inquiry cycle will be a group named Storm; students in this group have OTJ's which place them around Level 2 of the NZC and they averaged a 3.3 Stanine in PAT testing. 


There are 10 students in this group, and with a group this large there is a wide variety of self-efficacy, interest, and enjoyment when it comes to maths, so, to get a better understanding of who they are as Maths learners I conducted a Student Voice survey; of the 10, only 3 felt that they were "good at math", the others did not know (good news is, none of them thought they were not good). 
They were pretty divided on how they felt about maths; a couple of them used only positive words to describe maths, words like "fun" "interesting" or "exciting", but what was interesting was that almost half of them used the word "stressful" to describe it, including some of those students who also said it was fun, and interesting.

I found this dichotomy super interesting, because, to me, it mirrors my own feelings towards maths. As a student when I encounter concepts that I do not understand, it is stressful. It's like trying to solve a puzzle, but half of the pieces are from another puzzle, no matter how I try to apply my learning and try to make the puzzle pieces fit, they just won't; however, if I find the other pieces, if I strengthen my understanding of a concept, or a formula, or a strategy, suddenly the pieces start to fit, and that is what lead me to the most recent development in my inquiry.

Do my students have a well-rounded understanding of the concepts and vocabulary that we cover? 
Do my students understand that addition is calculating the combination of 2 or more numbers, or that multiplication is the repeated addition of the same number, for example. How do we expect them to apply strategies to concepts that they are not fully aware of? How can they be adaptable, and flexible with their application if they do not first understand what they are being asked?

Without trying to cover the wide spectrum of concepts in the math curriculum I chose to focus on the two areas of maths in which my students achieved the lowest results; Number Strategies, and Algebra, and to work out where their understanding of the concepts within them are.

It is easy to assess their ability to solve problems in these areas, we teach a strategy, we give them a problem, and either they solve it correctly, or they do not. Testing their understanding of the concept is proving to be a little harder. After discussion with my colleagues, and conducting research of my own I could not find anything that fit my needs, GloSS testing where students explain their strategies, and eAsttle tests gave me some insight, but not an umbrella view of what they understand these concepts, and words to actually mean.

What I would like to do is build a diagnostic test, or interview that can assess whether or not they understand what a concept like "addition" is, rather than test their ability to add together numbers.

I'm working on putting together a prototype at the moment, so check back in to see what I've got soon!




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