Literature Review
Previously, I discussed my desire to investigate the effects on student learning when technology and collaboration are integrated in the secondary mathematics classroom. I have compiled research by educational theorists providing a theoretical framework for my action research project and a basis for my action plan.
Student Collaboration
Investigating the effects of collaboration in classrooms is not a new phenomena with origins stemming from Vygotsky's social constructivist approach developed in the early 1960's (Santrock, 50). I plan to add to this developing field by focusing on the integration of technology and collaboration in a secondary math classroom. Collaboration as defined by Roschelle & Teasley (1995) is a, "process by which individuals negotiate and share meanings relevant to the problem-solving task at hand…. Collaboration is a coordinated, synchronous activity that is the result of a continued attempt to construct and maintain a shared conception of a problem (Roschelle & Teasley, 70)." Similar to Roschell & Teasleys' (1995) definition, Forman and McPhail (1996) argue that collaborative activities, "have the potential for teaching children complex tasks and how to work with and learn from each other." The needs assessment I conducted showed that the majority of students enjoy working in groups and would like the opportunity to use peer support on assessments. Therefore, my research will focus on the definitions of collaboration provided by these leading theorists because students will work together to solve difficult in-depth problems.
Collaboration and Technology
Stahl, Koschmann, and Suthers (2006) investigated collaboration and the use of computers in their study of computer-supported collaborative learning (CSCL). CSCL is is an emerging branch of the learning sciences concerned with studying how people can learn together with the help of computers (Stahl et. al., 2006). Stahl et. al. (2006) argue that small groups are the most effective for student learning during collaborative activities for several reasons. Small groups are the most effective for observations of student learning, social interactions are able to fully play out, and knowledge is more likely to be internalized by the group members as individual learning (Stahl et. al. 2006). Therefore, using small groups appears to be the most effective method for implementing collaborative activities because it benefits both student and researcher.
Collaboration and Student Attitudes
A review of educational research conducted by Springer, Stanne, and Donovan (1999) focused on the effects of small group learning among undergraduate students enrolled in science and math courses. In particular, Springer et. al. (1999) analyzed the effects on achievement, persistence, and student attitudes. Springer et. al. (199) found that the main effect of small group learning on achievement, persistence, and attitudes was significant and positive. Furthermore, Springer et. al. (1999) showed that small group learning led to more favorable attitudes toward learning the material. Although the meta-analysis conducted by Springer et.al. (1999) focused on undergraduate students, their research has implications for my students at the secondary level because students in their studies worked in small groups on their in-class assignments. Thus, their research provides a theoretical framework for a positive change in student attitudes when learning mathematics in small groups.
In-Depth Problem Solving
Schools within the San Diego Unified School district have begun the switch to the new Common Core State Standards Mathematics (CCSSM) and in order for students in these schools to be successful they must be equipped with the necessary skills needed for in-depth problem solving. An important shift in mathematics CCSSM is requiring for students is rigor. Under the definition of rigor provided by CCSSM, students will need to show conceptual understanding and procedural fluency in mathematics, in addition to, showing rigor when applying mathematics; i.e. the ability to solve in-depth problems. Furthermore, the smarter balanced assessments given with CCSSM will require students to show, in an open-ended format, their problem solving abilities. According to Seeley (2009) some parents and teachers may worry about students becoming frustrated or discouraged when given difficult problems like the ones associated with CCSSM. Seeley (2009) described constructive struggling as the process when “a skillful teacher gives students engaging yet challenging problems.” Similar to Problem Based Learning (PBL) classrooms “constructive struggling can take place when a teacher decides that one demanding, possibly time-consuming problem will likely provide more learning value than several shorter but more obvious problems (Seely, 2009).” The argument by Seeley (2009) describes the need to provide students with complex challenges in order to develop a stronger understanding of mathematics.
Content Knowledge and Problem Based Learning
Wirkala and Kuhn (2011) studied the effects of PBL on student learning in a secondary classroom. They found students displayed better comprehension and performed better on assessments when given PBL as their primary source of curriculum instruction. Their findings are important because they provide a backing for the use of difficult, in-depth problems in a classroom. This instructional technique could be beneficial for student learning because students are challenged with difficult problems that build critical thinking and problem solving skills. Letting students constructively struggle with complex math problems may provide them with the skills necessary for difficult problems they might face today and in the near future. Therefore, I want to use in-depth challenging problems to investigate the effects of integrating technology and collaboration.
Previously, I discussed my desire to investigate the effects on student learning when technology and collaboration are integrated in the secondary mathematics classroom. I have compiled research by educational theorists providing a theoretical framework for my action research project and a basis for my action plan.
Student Collaboration
Investigating the effects of collaboration in classrooms is not a new phenomena with origins stemming from Vygotsky's social constructivist approach developed in the early 1960's (Santrock, 50). I plan to add to this developing field by focusing on the integration of technology and collaboration in a secondary math classroom. Collaboration as defined by Roschelle & Teasley (1995) is a, "process by which individuals negotiate and share meanings relevant to the problem-solving task at hand…. Collaboration is a coordinated, synchronous activity that is the result of a continued attempt to construct and maintain a shared conception of a problem (Roschelle & Teasley, 70)." Similar to Roschell & Teasleys' (1995) definition, Forman and McPhail (1996) argue that collaborative activities, "have the potential for teaching children complex tasks and how to work with and learn from each other." The needs assessment I conducted showed that the majority of students enjoy working in groups and would like the opportunity to use peer support on assessments. Therefore, my research will focus on the definitions of collaboration provided by these leading theorists because students will work together to solve difficult in-depth problems.
Collaboration and Technology
Stahl, Koschmann, and Suthers (2006) investigated collaboration and the use of computers in their study of computer-supported collaborative learning (CSCL). CSCL is is an emerging branch of the learning sciences concerned with studying how people can learn together with the help of computers (Stahl et. al., 2006). Stahl et. al. (2006) argue that small groups are the most effective for student learning during collaborative activities for several reasons. Small groups are the most effective for observations of student learning, social interactions are able to fully play out, and knowledge is more likely to be internalized by the group members as individual learning (Stahl et. al. 2006). Therefore, using small groups appears to be the most effective method for implementing collaborative activities because it benefits both student and researcher.
Collaboration and Student Attitudes
A review of educational research conducted by Springer, Stanne, and Donovan (1999) focused on the effects of small group learning among undergraduate students enrolled in science and math courses. In particular, Springer et. al. (1999) analyzed the effects on achievement, persistence, and student attitudes. Springer et. al. (199) found that the main effect of small group learning on achievement, persistence, and attitudes was significant and positive. Furthermore, Springer et. al. (1999) showed that small group learning led to more favorable attitudes toward learning the material. Although the meta-analysis conducted by Springer et.al. (1999) focused on undergraduate students, their research has implications for my students at the secondary level because students in their studies worked in small groups on their in-class assignments. Thus, their research provides a theoretical framework for a positive change in student attitudes when learning mathematics in small groups.
In-Depth Problem Solving
Schools within the San Diego Unified School district have begun the switch to the new Common Core State Standards Mathematics (CCSSM) and in order for students in these schools to be successful they must be equipped with the necessary skills needed for in-depth problem solving. An important shift in mathematics CCSSM is requiring for students is rigor. Under the definition of rigor provided by CCSSM, students will need to show conceptual understanding and procedural fluency in mathematics, in addition to, showing rigor when applying mathematics; i.e. the ability to solve in-depth problems. Furthermore, the smarter balanced assessments given with CCSSM will require students to show, in an open-ended format, their problem solving abilities. According to Seeley (2009) some parents and teachers may worry about students becoming frustrated or discouraged when given difficult problems like the ones associated with CCSSM. Seeley (2009) described constructive struggling as the process when “a skillful teacher gives students engaging yet challenging problems.” Similar to Problem Based Learning (PBL) classrooms “constructive struggling can take place when a teacher decides that one demanding, possibly time-consuming problem will likely provide more learning value than several shorter but more obvious problems (Seely, 2009).” The argument by Seeley (2009) describes the need to provide students with complex challenges in order to develop a stronger understanding of mathematics.
Content Knowledge and Problem Based Learning
Wirkala and Kuhn (2011) studied the effects of PBL on student learning in a secondary classroom. They found students displayed better comprehension and performed better on assessments when given PBL as their primary source of curriculum instruction. Their findings are important because they provide a backing for the use of difficult, in-depth problems in a classroom. This instructional technique could be beneficial for student learning because students are challenged with difficult problems that build critical thinking and problem solving skills. Letting students constructively struggle with complex math problems may provide them with the skills necessary for difficult problems they might face today and in the near future. Therefore, I want to use in-depth challenging problems to investigate the effects of integrating technology and collaboration.