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DIFFERENTIATING MATH INSTRUCTION IN SECOND GRADE
Growth
On the unit pre-test, the class average was a 26.2%. On the unit post-test, the class average grew to a 75%.
From the first fact fluency quiz to the last, 81.68% of students showed growth, .52% stayed stagnant (at 100% accuracy), and 17.8% of students declined.
In our unit pre-test, only 1 out of 18 students were proficient.
Positive results due to:
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Purposeful grouping by strand data
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Implementation of reteaching strategies
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Differentiated activities based on learning continuum
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Collaborative learning opportunities during math rotations
In our unit post-test, 14 out of 18 students were proficient.
Remaining questions:
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How reliable is the summative assessment within our curriculum?
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What would have happened if small group instruction would have been implemented earlier in the year?
A paired-samples t-test was conducted to determine the effect of implementing small group differentiated instruction paired with reteaching strategies and its impact on student achievement in mathematics. There was a significant difference in the scores prior to implementing summarizing strategies (M=3.67, SD= 2.43) and after implementing (M=10.5, SD=1.95) the summarizing strategies; t(18)= 13.67, p = 6.72E-11. The observed standardized effect size is large (3.22). That indicates that the magnitude of the difference between the average and μ0 is large. These results suggest that the implementation of small group differentiated instruction paired with reteaching strategies had a positive effect on students’ achievement in mathematics. Specifically, the results suggest that the use of small group differentiated instruction paired with reteaching strategies increased reading achievement
Feelings About Math
Starting Survey
Ending Survey
7
5
6
9
9
0
Student attitudes increased from the beginning of the unit to the end. At the beginning of the unit, 67% of students felt "Very Good' or "Good" about content. At the end of the unit, 100% of students had these positive attitudes about the content within the unit.
Positive Results due to:
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Engaging activities during guided math.
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Increased confidence in math skills due to reteaching strategies that meet them where they are.
Remaining questions
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How can I positively influence attitudes about math?
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What caused a change in attitude toward math?
Grouping Practices
Ability groups were formed based on anecdotal notes from the week of instruction along with daily work. Groupings were also based on strengths and areas of need in number sense and algebra.
Groupings were flexible depending . on the focus skill of the week. For example, student three moved from the "Below Average" ability group when focusing on number sense to "High Average" when focusing on double digit subtraction and algebra.
This is an example of the first week's ability groupings.
This is an example of week two's ability groupings.
Remaining Questions
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Why is there such a gap between some students' algebra skills and number sense?​
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Would it have been beneficial to incorporate mixed ability groups more frequently?
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How do you support average learners to push them to the next level?
Positive results due to:
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Collaborating with peers
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Meeting students where they were based on focus skills of the week
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General Trends and Analysis:
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Students moved between groups as new strategies were introduced
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Students who had an aptitude toward algebra performed more consistently and therefore did not move much in groups.
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"Below Average" groups did not change drastically from week to week because of their reliance on concrete examples, manipulatives, and math mountains to solve equations.
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Students with a greater understanding of number sense had a stronger foundation which allowed them to transition from manipulatives to higher order thinking strategies. Consequently, these students moved to higher level groups more quickly.
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Triangulation of Data
The three collection methods worked together to paint the full picture of student learning throughout the unit. Anecdotal notes revealed areas of need during math groups which correlated with student confidence levels, as seen on the surveys. Surveys at the beginning of the unit indicated limited confidence as demonstrated on the pre-test. The surveys reflected an increase in confidence as shown through the growth on the post-test. Anecdotal notes guided instruction to fill learning gaps leading up to the post test. The post test results demonstrated an increase in knowledge and a decrease in learning gaps.
Remaining questions:
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How can I continue to support my students in math during this remote learning time?
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How would continued small group instruction impact their achievement in math in future grades?
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What can I do to continue engaging them in math and foster their love of learning?
Recurring areas of need:
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During this research, I noticed my students were in need of fact fluency assistance. To provide this, I implemented weekly fact fluency timed tests. I also implemented a fact fluency game as a way to start each of our math classes.
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Through anecdotal notes I noticed that a majority of my students needed assistance with comprehending story problems. To assist with this, I strategically grouped students with others that could help them comprehend what the text was asking them.
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My notes also shoed that many students continuously struggled with double digit subtraction with ungrouping. In order to assist with this, I used the small group rotation time to reteach these skills and strategies.
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