EDLD+5397+Draft+Action+Research+Progress+Report

**Draft Action Research Project Progress Report ** iPods and Their Effect on Student Progress In Mathematic Fluency  At Roland Reynolds Elementary, there has been proven to be a definite need to improve basic math skills and numeracy for all students in the elementary grades. Not only have the middle school teachers frequently complained about lack of multiplication and basic addition facts with their students, but the data from the previous years’ TAKS test scores supports these claims. In third, fourth and fifth grade, the objective containing this skill, ‘Demonstrate an understanding of numbers, operations and quantitative reasoning’ has consistently had one of the lowest mastery levels. Upon closer evaluation of the school’s standardized testing data, it becomes apparent that African Americans and Economically Disadvantaged students have the lowest mathematics mastery and their commended performances are well below the other groups.  Considering the data, it becomes apparent that intervention is needed to close this large gap in mathematics education. This year, the third grade team had been provided forty iPod Touches to use in the classroom. I proposed for my Action Research Project that with consistant use of math games on the iPod Touches which focused on mathematic fluency, that students would leave the third grade with an improved knowledge of basic math skills and standardized test scores would improve in this area. iPods are able to be used by all students, regardless of education level, ethnicity or background.  Research had shown that the use of games in mathematics education is a benefit to the students in the areas of engagement and retention of facts learned. Mathematics is not an innately loved subject by many students by the time they advance in their schooling. The use of games draws students in to using math and wanting to learn more. An article written by Paul Ernest (1986) stated, “Pupils become strongly motivated, they immerse themselves in the activity, and over a period of time should enhance their attitude towards the subject.” Another article written by Gillian Hatch (2005) brings up several valid points of the use of games in mathematics education, one of which being, “[…] it is possible for the players to play the game with more or less skill or perceptions depending on their own competence. They will often learn to develop their level of play by watching and listening to the other players.” Games obviously play a positive role in many ways to childrens’ mathematic education, and what better was to present these games than in a technological format. Students these days are used to technology use in their everyday lives, and picking up an iPod is like second nature to many.  For the development of my Action Research Plan, I discussed my ideas and options with my principal and technology supervisor in the elementary. They both thought that the idea was valid and would be beneficial to the school. When first implementing my Action Research Plan, I did not let the community, parents or even other teachers know what I was doing. My plan was to find the results and then release my findings when everything was finalized.
 * Week 3 Assignment, Part 3 **

 Everything about the plan was done by myself, and the research conducted was done solely in my class. I did not need to involve anyone else besides my own students. The technology director provided the iPod Touches but remained handsoff afterwards. I made sure that my students were allowed adequate time to use the iPods as much as possible without sacrificing instructional time in any subject area. The third grade was given $200 to use in the purchasing of educational apps for the iPods, though I opted to only use free apps. I was not limited in this plan of action and felt that it would aid in the sharing of my plan to other educators and schools. I was in charge of downloading apps to the iPods, keeping everything updated and synced and researching new apps to use with the students.

Ernest, P. (1986). Games. A rationale for their use in the teaching of mathematics in school. //Mathematics in School, 15//(2), 2-5.

Hatch, G. (2005). Using games in the classroom. //Association of Teachers of Mathematics.// Retrieved from: []