Basic, Narrative Analysis or Phenomenology Type of Research

Merriam (2009) is quick to state, “the challenge to those new to qualitative research is trying to figure out which “kind” of qualitative research to do” (p. 32). As one of those individuals who can be identified as new to research, I wasn’t even aware of the various types within qualitative research. After reading Merriam’s writings I have found a peaked interest in narrative analysis but am unsure if this is a type or methodology to be used for my research.

My current research is focused middle school students’ attitudes towards mathematic and how this correlates to achievement. The mathematical performance of students in the United States is regularly compared to the performance of students globally. How do the attitudes of students compare globally? One way to find this out is to listen to the stories of those who are directly connected to middle school students and their attitudes towards mathematics, past and present, locally and globally as well as those who are living it; the students themselves.

In researching I am interested to hear about the school, home and cultural expectations, which may or may not influence students’ attitudes. Narrative analysis centers around the study of individuals but also of groups, societies, and cultures. These are the narratives which can help me to better understand middle school students’ attitudes globally and factors which may affect these attitudes. Does delving into the lives of those who have lived with or experienced a particular mathematics education within in the U.S. and globally direct my type of research into phenomenology? (Lichtman, 2012)

Merriam (2009) describes the end result of a phenomenological study as “a composite description that gives the reader a better understanding of what it is for somebody to live the experience” (p. 26). As a new researcher, the ability to gather personal perspectives and descriptions from a significant global population seems unlikely. Not having access to a significant population will make eliminate my research from being statistically reliable. Am I simply using phenomenology as a philosophy versus a type of qualitative research?

After reasoning through the various types of qualitative research, Merriam (2009) has helped me to identify myself as “a researcher who is interested in understanding the meaning a phenomenon has for those involved” (p. 22). There is interest in the narrative analysis and phenomenological aspects of qualitative research, however, I have convinced myself that my research will fall under that of a basic qualitative study; “a study looking to uncover and interpret meaning” (Merriam, 2009, p.24).

Lichtman, M. (2012). Qualitative research in education: A user's guide. Sage.

Merriam, S. (2009). Qualitative Research: A Guide to Design and Implementation. San Francisco: Jossey-Bass Publications.

Kate’s Inspiration for Basic and Narrative Analysis

Merriam (2009) suggests, “A central characteristic of qualitative research is that individuals construct reality in interaction with their social worlds” (p. 22). This is relevant to my topic for which I intend research. My plan is to study the culture of the middle schools, identify middle school students’ attitudes towards mathematics which impact achievement.

It would also be ideal if my research could provide the school with a factors which directly effect the middle school students attitudes towards mathematics which impact achievement. In order to accomplish this I will certainly be deeply invested in trying to understand the “reality of this social world."

What are the similarities and differences amongst cultures? If you attend a math class in one school and then another you may feel some similarities exists. What factors contribute create the students’ attitudes?  In the fields of humanity, especially education the perception of the community is key to the way those involved treat the community. Merriam (2009) suggests that, “Meaning is not discovered but constructed” (p. 22). Our school is what we make it; is this true for our students’ attitudes? What factors are making their attitudes? School culture?

I don’t feel one can accurately discuss culture of any community without included the voices and perspectives of the students. According to Merriam (2009),  “The key to this type of qualitative research is the use if stories as data, and more specifically, first-person accounts of experience told in story form, having a beginning, middle and end” (p. 32). Should I also focus on the voices of the teachers? Parents? Administrators?  Whose voices will collect, organize and analyze to identify key factors which effect students attitudes to define reality?

The Description of Critical Ethnography

Merriam describes it as an attempt “to interpret the culture but also [to] expose cultural systems that oppress and marginalize certain groups of people” (36). A combination of studying culture and changing that culture (or empowering a group of people)?  Is this what I am looking to do?  Am I trying to raise an awareness of the U.S. culture and its effects on middle school students mathematics achievement?

Schein (1996) writes that organizational culture can only be evolved through genuine change in behavior that occurs over time.  Critical ethnography can be a mechanism for uncovering the culture that results in marginalization while also raising awareness of behaviors that need to be changed.

Schein, E. H. (1996). Leadership and organizational culture. In F. Hesselbein, M. Goldsmith, & R. Beckhard (Eds.), Drucker Foundation Future Series: The leader of the future: New visions, strategies, and practices for the next era (pp. 59-70). San Francisco, CA: Jossey Bass.

Blogging into the Middle School Mathematics Classroom #blogging

Not a day goes by in education without the mention of technology, 21st century teaching and learning, Web 2.0 or social media. Along with this chatter one cannot forget to note the rise of blogging. Blog use in education has grown considerably in the last decade, and the amount of research that has focused on the use of blogs in education is significant. Churchill (2009) notes that blogging can be effective educationally where “a teacher can create an ambience in which students feel themselves to be important parts of the classroom community” (Churchill, 2009, p. 183).

According to Scheidt (2009), blogging became popular after the opening of two commercial services, Livejournal.com and blogger.com, in 1999. A blog is simply a web-based journal in reverse chronological order, which allow users to create, publish and share information with others (Dyrud, Worley and Flatley, 2005; Richardson, 2006). Dyrud et al (2005) noted that there were over 4 million of these simple online journals on the worldwide web by 2004. As a result, doors were opened to the instructional, technical, ethical and organization criteria, which is necessary to content and pedagogy in the classroom (Papa, 2010).

Educational blogs range from school websites, class websites, class blogs, educator blogs, professional learning and for ePortfolios. Such blogs allow students to post text, share hyperlinks, images, and multimedia and to create an asynchronous location where readers can provide feedback, hold discussions, and foster a collaborative learning environment (West, 2008). When blogs are used, students are given opportunities to connect what is being learned in the classroom (Hungerford-Kresser, Wiggins and Amaro-Jiménez, 2011).

Read Write Think (2014) notes that teaching with blogs provides the opportunity to engage students and to share their writing with an authentic audience. When students blog their writing becomes an “integral part of a lively literacy community” (Read Write Think, 2014). More important is the transparency of learning, which occurs with blogging. Student bloggers, as with all bloggers, have the opportunity to write not just for their teachers but also for a global audience.

MacBride and Luehmann (2008) propose “the realized benefits of classroom blogs depended largely on how teachers choose to structure and use the blog” (p. 182). Simply using technology will not guarantee student engagement, learning or the effectiveness as a pedagogical tool. In looking to use blogging with students, teachers must maintain their focus on planning and decision-making as it relates to their goals and standards. Despite the flexibility and the literature, which share the benefits of blogging in the classroom, teacher awareness of student needs should remain the utmost priority. Macbride and Luehmann (2008) warn teachers “that the benefits purported in the literature will not be automatic” (p. 182).

Essential to student learning is student “buy-in.” Yang and Chang (2011) proposed dialogues in the form of blogging are associated with positive attitudes towards. Ellison and Wu (2008) conducted a study that investigated students’ attitudes toward blogging in the classroom and its effect on comprehension where the majority of the participants showed positive attitudes toward blogging.

Hossain and Quinn (2013) suggest that blogs be incorporated into middle school mathematics education to improve teaching and learning of mathematics. Technologies such as blogs can be used widely and responsibly, with the goal of enriching students’ learning of mathematics (NCTM, 2000). And with the average teenager using some form of digital media between 15 and 20 hours per day through “multitasking,” or using several different types simultaneously, venturing into blogging in the middle school mathematics classroom might be a goal to set (Rosen, 2011). Are you willing to venture into the mathematical blogosphere?

References

Churchill, D. (2009). Educational applications of Web 2.0: Using blogs to support teaching and learning. British Journal Of Educational Technology, 40(1), 179-183.

Dyrud, M. A., Worley, R. B., & Flatley, M. E. (2005). Blogging for enhanced teaching and learning. Business Communication Quarterly, 68(1), 77-80.

Ellison, N., & Wu, Y. (2008). Blogging in the classroom: A preliminary exploration of student attitudes and impact on comprehension. Journal of Educational Multimedia and Hypermedia, 17(1), 99-122.Flatley, M. E. (2005). Blogging for enhanced teaching and learning. Business Communication Quarterly, 68, 1, 77–80.

Hossain, M.M. & Quinn, R.J. (2013). Investigating Relationships between Attitudes toward the use of Web 2.0 Technologies and Mathematical Achievement. In R. McBride & M. Searson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2013 (pp. 3916-3922). Chesapeake, VA: AACE.

Hungerford-Kresser, H., Wiggins, J., & Amaro-Jiménez, C. (2011). Learning From Our Mistakes: What Matters When Incorporating Blogging in the Content Area Literacy Classroom. Journal Of Adolescent & Adult Literacy, 55(4), 326-335.

MacBride, R., & Lynn Luehmann, A. (2008). Capitalizing on emerging technologies: A case study of classroom blogging. School Science and Mathematics, 108(5), 173-183.

National Council of Teachers in Mathematics (2000). Principles and Standards for School Mathematics. Reston, VA: NCTM.

Papa, R. (2010). Technology leadership for school improvement. Thousand Oaks, CA: Sage Publications.

Richardson, W. (2006). Blogs, Wikis, Podcasts and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin Press.

Rosen, L. D. (2011). Teaching the iGeneration. Educational Leadership, 68(5), 10-15

Read Write Think (2014). Teaching with Blogs. Retrieved on March 22, 2014 from http://www.readwritethink.org/professional-development/strategy-guides/teaching-with-blogs-30108.html

Scheidt, L. A. (2009). Diary Weblogs as Genre (Doctoral dissertation, Indiana University).

Yang, C., & Chang, Y. S. (2012). Assessing the effects of interactive blogging on student attitudes towards peer interaction, learning motivation, and academic achievements. Journal of Computer Assisted Learning, 28(2), 126-135.

Grades are Closing.

Quarter 2 is coming to a close and the frenzy begins. 

Students have been flurrying to class asking for extra credit.  The simple answer to that response is the school ruling is there is no extra credit. "What can I do to get my grade up?"  And with only a few days left and not enough time to prepare, "Can I retake this?"   

Different this year is the students can see their percentages for their final grades.  Previously, letter grades were posted.

So why write about this?  My mind is going in circles. 

I understand that yearning for a higher grade.  I too am one of those students who is grade driven.  I want to earn that A.  

I also understand that the focus should be on the learning. When a student is not looking to progress in their learning and solely wants to earn those last few points, I get discouraged.  Why can't they be concerned with their learning? 

As I think about this, I keep reflecting back on who I am as a student.  When there are percentages involved then I want the highest percentage possible.  When the percentages are removed, I focus on doing my best.  Wouldn't it be nice to have percentages removed? 

Even better.....

Wouldn't it be nice to remove the traditional grades? 

Twitter, Blogs & Mathematics #blogging #twitter #mathed #mathchat

Are you tweeting? Are you blogging? How are you using social media to enhance your teaching and the learning of your students?

Over the past years, I have gone to numerous events with the goal of progressing and developing student learning. This includes networking daily discussions with fellow teachers, attending whole day and evening workshops, as well as conferences, which can last several days. No matter the format, I reflect upon the experience and think of ways in which I can use my new knowledge to support the students in the classroom.

As times have changed, educators have found time and money to be factors, which limit the professional development opportunities in which they can partake. With districts tightening budgets there just is not enough money or professional days to be shared. How can educators get around this? My answer would be using social media. It is free and available at all times and the professional learning communities which benefit student learning are truly astounding.

For some the idea of transforming to social media for professional learning may be frightening. The best way to overcome this challenge is to take baby steps. Try reading or following a few bloggers. You will find a range of individuals sharing their professional philosophies, lessons, projects, articles and brainstorming sessions. Some of my favorite bloggers are Elissa Miller (http://misscalculate.blogspot.com) and Julie Reulbach (http://ispeakmath.org). Have you read Dan Meyer’s blog (http://blog.mrmeyer.com)? How about Fawn Nguyen’s blog (http://fawnnguyen.com)?

And then there is Twitter. Ask a peer to help you create a Twitter account. For those who are fearful, don’t worry; you do not have to “tweet.” Instead start to check in with #mathchat or #mathed once a week. Here you will find other teachers who are sharing their mathematics from daily problems to lessons, which they need help developing. Start to follow these people. Soon you will find yourself engulfed with professionals, and resources, which you could never gain in workshop. You will have flood of professionals available to you beyond the one day.

The ultimate goal is to build upon the mathematical network you currently have. Go outside the walls of your classroom, your building and your district. Use social media to develop your professional learning communities; it is there all the time, and there is no cost. No budget restraints and the benefits you bring back to the classroom will be nothing but substantial for your math students.

I hope to see you on Twitter soon and maybe read you blog post some day.

Basic Skills Practice

Not long ago mathematics classrooms were skill-based and reliant on regular practice of such skills. It was common practice for students to stand in front of the classroom and recite the times tables. Looking around the classroom, stars and rockets could be seen identifying individual levels of achievement. Students were given homework focused on basic skills. Enter back into the classroom, and one could see timed tests and flashcards. For some, these are still essential aspects in developing mathematicians.

With a focus on mathematical literacy, educators can be torn as to how to fit in skill-based practice. There is confusion and wonder as to how it might fit into the curriculum or if this is even permissible as good practice.

Reflection on the goal of skills-based practice can help to define and bring about meaning and clarity as to a teachers reasoning behind this practice. Mathematically proficient stu- dents tend to precision, calculate with accuracy, and focus on detail. Mathematically profi- cient students look for repetition, and generalizations. They can reason abstractly and quanti- tatively beyond computations. These students use mathematical knowledge to prove the rea- sonableness of solutions, back their reasoning with mathematical models, and critique the work of others. A mathematically proficient student goes beyond the basics of calculating but utilizes calculations in developing proficiency.

Within the classroom, teachers should consider ways to combine the skills based practice with the practices needed for mathematical proficiency. Consider talking about the calcula- tions. Look for students to explain their processes. Ask students to model the calculation. What are the different ways in which a solution can be reached? Discuss the processes, the misconceptions, and the understandings of students. When an incorrect solution is shared, this is the problem to discuss. Look for students to communicate, and reason. Ask students to make connections and model what appears to be basic.

Keep the basic skills practice in the classroom. The mathematically proficient student re- lies on automaticity and needs the basic skills to progress. However, extend the practice. Bring out the next level of thinking to develop mathematically literate students.