Figure 5 I will describe and elaborate my theory of action.
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The problem I am addressing is that there appear to be very few middle school math Observation results concerning level of productive struggle in middle school math classrooms in the district. Students’ math performance on two most recent Smarter Assessments. While my responsibilities involve support instruction in grades 6 — 12, the adoption of a suburban, moderately high-achieving school district in Delaware. IMPROVEMENT GOAL The September 2016 data yield an average rating of 1.26 with a standard deviation of 0.55; the May 2017 data yield an average rating of 1.60 with a standard deviation of 0.64. A statistical t- Table 5 Responses to Likert-scale responses from the six cohort teachers on anonymous survey. These data show that overall the teachers at least felt that the PD I was offering them was Demographic information from students surveyed (n = 12). = Move to the next prompt Question 15: This is your chance to elaborate on any of the ratings you gave above. (Optional-- in particular if you feel like you already talked about this in a prior response feel free to skip this) Questions 10 — 14—Likert-scale responses (4 = highly effective PD; 1 = not effective PD; criteria from Alan Schoenfeld’s TRU-Math observation rubric: their class I assessed the level of productive struggle in their room using the Cognitive Demand not counted as he only teaches one math class and does not attend math PD). On my first visit t there has been a positive trend upwards in the district even without lots of direct intervention on The first artifact is a literature on the concept of productive struggle focusing primarily This artifact presents one suggestion for how students learn mathematics. It offers this their inclusion. The purpose of the flowchart and paper is to help teachers examine their own Figure 1. A flowchart representing several possibilities of where a lesson might go. Figure 2. A flowchart representing some potentially necessary precursors of deep learning. Research and development design: Theory of Action Evaluation design. Note. * represents a p-value of < 0.05 when compared to Mr. Reitemeyer's data using a chi-square analysis. Observation Data of Students Engaging in Exploratory Talk During Math Class Note. *,** represent a p-value of <0.05, < 0.01, respectively, when compared to Mr. Reitemeyer's data using a chi-square analysis. Student Survey Concerning Student Self-perceptions About Their Intellectually Autonomy in Math Class Strongly agree, 2 = Agree, 3 = Disagree, and 4 = Strongly disagree. Logic map for promoting student intellectual autonomy in the classroom: Appendix B Appendix A. Ninth Grade Math Class Student Survey Cognitive Impasse How Students Learn Conceptually mathematical environment” (Steffe, 1991, p. 193) So it is imperative for teachers to assess a student’s current level of
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