Running head: ACTION RESEARCH 1
Action Research
Grand Canyon University: TCH-539
, ACTION RESEARCH 2
The two areas of research I have selected are the usage of math manipulatives in the
classroom, and mathematical problem solving strategies for ELL students. As a math
intervention teacher working with students that are three or more years behind grade level, at a
school with over 80% of the population being ELL students, I believe that both of these topics
will be a benefit to my classroom. Following a description of these two areas, I will summarize
the four stages of action research.
My focus for researching using manipulatives in a math classroom is to determine
achievement outcomes from using them.Throughout my teaching career, I have used
manipulatives in my classroom. Mainly I have used them at the primary and intermediate level.
Some teachers may feel that using manipulatives at the middle school level takes too much time
or that kids feel they are being treated like “little kids” when using them. I have started to use
manipulatives more this year and am curious if this has an impact on their overall progress.
Discovering the effectiveness of manipulatives on student achievement can be done through
individual research of two different classes where one class is using manipulatives and the other
is not, and comparing outcome results over the course of a unit or possibly longer. If outcome
results demonstrate more success in using manipulatives, then students will benefit from them
being used more often and I can incorporate it in more of my lessons. I can also further
investigate the amount of success manipulatives have on a lesson by comparing the two classes
and decide how much of my lesson or unit should involve the usage of manipulatives.
My focus for researching mathematical problem solving strategies for ELL students is to
discover which methods have a positive effect on student outcomes. As stated above, the
environment in which I teach has a large ELL population. In addition, our math program consists
mainly of word problems and requires a great deal of reading by students. Since I teach the
Action Research
Grand Canyon University: TCH-539
, ACTION RESEARCH 2
The two areas of research I have selected are the usage of math manipulatives in the
classroom, and mathematical problem solving strategies for ELL students. As a math
intervention teacher working with students that are three or more years behind grade level, at a
school with over 80% of the population being ELL students, I believe that both of these topics
will be a benefit to my classroom. Following a description of these two areas, I will summarize
the four stages of action research.
My focus for researching using manipulatives in a math classroom is to determine
achievement outcomes from using them.Throughout my teaching career, I have used
manipulatives in my classroom. Mainly I have used them at the primary and intermediate level.
Some teachers may feel that using manipulatives at the middle school level takes too much time
or that kids feel they are being treated like “little kids” when using them. I have started to use
manipulatives more this year and am curious if this has an impact on their overall progress.
Discovering the effectiveness of manipulatives on student achievement can be done through
individual research of two different classes where one class is using manipulatives and the other
is not, and comparing outcome results over the course of a unit or possibly longer. If outcome
results demonstrate more success in using manipulatives, then students will benefit from them
being used more often and I can incorporate it in more of my lessons. I can also further
investigate the amount of success manipulatives have on a lesson by comparing the two classes
and decide how much of my lesson or unit should involve the usage of manipulatives.
My focus for researching mathematical problem solving strategies for ELL students is to
discover which methods have a positive effect on student outcomes. As stated above, the
environment in which I teach has a large ELL population. In addition, our math program consists
mainly of word problems and requires a great deal of reading by students. Since I teach the
