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Research into .....

Teaching coding has been shown to develop students cognitive skills, this would be very beneficial to many of our young people especially those struggling in Math. 

Here is research into how coding supports struggling math learners experience success. For this study the C-Stem Curriculum was the primary math curriculum that was used. The supplemental materials were MVP (Math Vision Project), Kuta Software,and math games on Quizizz. Other innovative tools were used for coding were Makey Makeys, Scratch, and linkbots. The areas measured were study MI (math inventory score), passing rates, and students feedback. Growth mindset development was a critical component to this study as well due to the fact that  students entering this class had already failed Math 1 multiple times.

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Action Research Poster
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My initial intent for this project was to focus on how developing Growth Mindset in struggling math students could improved achievement. As I dove deeper into my research and started to take a closer look at my initial observations I realized that the success I was seeing was greatly influenced by the coding and robotics that students were using to learn math. This observation shifted my research to focus on, what it is about coding and robotics that supports struggling math learners? Please read my initial research and then look through my site to see all the ways I shifted and supported my new driving question : what is it about coding and robotics that supports struggling learners? 


ABSTRACT
Students in the United States are testing far below proficient at alarming rates, affecting their ability to participate in higher level math and science classes. This study explored the connection between math achievement and developing positive math mindsets. The areas of research that supported the development of positive math mindsets; were growth mindset development, an understanding of students who repeat Math 1, and the importance of teacher / student relationship to academic success. Students were introduced to current brain research which illustrated the plasticity of the human brain. In the Math 1 class students participated in a collaborative learning environment celebrating mistakes. Students experienced deeper inquiry based math lessons which required collaboration with their peers. Students were encouraged to learn from their mistakes and see the valuable learning that occurred.The norm in class was to make corrections on assignments which stimulated  brain cell growth. The teacher student relationship was developed through community circles, reflections, collaboration, and learning together. Math learning occurred in a new and engaging way with the C-STEM computing and robotics curriculum. Students were learning Math 1 concepts while also learning how to code. Mindset growth was measured through students self assessing on mindset surveys. The growth in math achievement was measured by final course grades and Math Inventory test scores. The results showed that 94% of students self assessed to having or developing a positive math mindset and 100% of the students in this study passed the class with a D+ or higher . Math Inventory results are inconclusive; growth was measured with 50% of students improving.

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Research Paper Video Presentation

My Driving question has changed below you will find the link to my additional articles that support my driving question:
What is it about coding and robotics that supports struggling math students? 

Please read the updated literature for the coding .   Coding Research

Literature Review

Review of Literature
A review of existing literature was done to determine how to best support students in the development of growth mindsets. Literature revealed positive connections between growth mindset development and improvement in student academic achievement. With further research it became clear that the development of a growth mindset  may help solve the crisis occurring with low Math 1 achievement.The areas of research that supported the development of positive math mindsets; were growth mindset development, an understanding of students who repeat Math 1, and the importance of teacher / student relationship to academic success. The focus of this study was to determine the impact the development of positive math mindsets would have on student achievement in Math 1. 

Growth Mindset
The works of Carol Dweck and Jo Boaler have had a meaningful impact on math education. These two women have made progress in the area of mindset growth and math learning which is needed to address the dismal math scores in the United States. Currently in the United States, only 34% of 8th graders are testing at proficient (NAEP 2016). In her essay on pedagogy Dweck stated that, “The growth mindset was intended to help close the achievement gaps” (Dweck 2015, pg. 2). The partnering of Boaler and Dweck in the Mathematical Mindset has created a valuable resource for math teachers striving to develop positive math mindsets in their students. This book is rich with theory and useful lessons. Both Dweck and Boaler speak of exciting neuroscience research illustrating how brains have the ability to make new connections and grow.This new brain research evidence shows with the right teaching and messages, everyone can be successful in math, and everyone can achieve at the highest levels  ( Boaler, 2016, pg. 4). The research is also inspiring many teachers to eliminate the damaging myths that are present in this country and believed by millions; that people are born with or without “math brains” (Boaler, 2015). Teachers who change their own mindsets and instruction have seen their students show improvement in their attitudes and test scores (Crawford, 2018). Brian Stack, 2017 New Hampshire Secondary Principal of the Year, stated, “with the power of technology, math teachers have the opportunity to use a positive math mindset to help students come to love and appreciate math” ( Stack,, 2016, pg. 3). The plasticity of the brain is giving hope that students will reach their full potential. It has been observed through optical imaging that there is growth and modifying connections between neurons (Friedlander, 2011).  The brain research supports the idea of people's ability to change their mindsets from fixed (my ability is not changeable) to growth (my ability changes as I learn) (Dweck ,2008). It has been observed  that people who think they can learn from their mistakes have different brain reactions which enabled them to perform better after making mistakes (Association for Psychological Science, 2011). This  “Growth Mindset” research is the driving force behind this study; can a positive math mindset increase students achievement in Math 1?

Student/teacher relationships
There are many studies illustrating the importance of student/teacher relationships and the impact that plays in students’ success. One study stated that when teachers form positive bonds with students, classrooms become supportive spaces in which students can engage and learn (Hamre & Pianta, 2001). Students in high poverty urban schools may benefit more from positive student/teacher relationship than higher income students (Murray & Malmgren, 2005). The students who participated in this study attend a school with one of the highest free and reduced lunch rates in the district, this may reinforce their increased need for positive student/teacher relationships. There is also evidence showing the challenges students experience as they transition from middle school to high school.  The struggles that students experience as they transition to classes where they have less positive relationships with teachers can negatively affect their academic self efficacy. The transition from middle school to high school is very difficult for many students;  students report having less favorable relationships with their higher level teachers which significantly decreases math skills (Midgley, 1989). Evidence supports the value of student/teacher relationships and the power these relationships have in the reduction of drop out rates (Gallagher,2013). 
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Students who repeat Math 1 
The U.S. Department of Education has stated that Math 1/Algebra 1 is a class that is considered to be the “gateway” to higher level math and science classes. The Mathematical Association of America reported 50% of students failed Algebra 1 in May 2016 (Saxe, Braddy, 2015). These are alarming statistics which are limiting the opportunities for many students. Algebra is the first time many students have been presented with abstract thinking and problem solving (Fong, Jaquet, Finkelstein, 2014). Reports have shown repeating Math 1/ Algebra 1 may be demoralizing to the student and turn them off the subject (Fong, Jaquet, Finkelstein, 2014). Cost of reteaching, students feeling demoralized, and lack of success repeating Math 1 all illustrate there must be a different answer. Professor Harry Cheng from U.C. Davis, created the C-STEM computing and robotics curriculum to address this very issue. Professor Cheng of the Mechanical and Aerospace Engineering program experienced students who were not succeeding in Algebra 1/Math 1, thus limiting eligibility to his engineering  program.Professor Cheng realized over the years that over half the students taking Algebra 1 failed .  ( Howard, 2016). In 2014, 52,249 students dropped out of high school (Howard 2016). In California passing Algebra 1/Math 1 is a graduation requirement. Professor Cheng’s hope is that C-STEM computing and robotics curriculum will help abstract math concepts come alive, improving students success. The review of this literature helped to illustrate the challenges faced by many students who fail Math 1/Algebra 1.

Design Process

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