Standard+9

****Standard 9 ** **Teachers are able to evaluate themselves. **  The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally.
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**Evidence 1 **: EDT 656 – Reflection Portion of Action Research Project 

**Rationale 1 **: My action research project was on the effects of using graphing calculators for word problems in high school math classes. For the topic of scatter plots and systems of equations in Advanced Algebra, students first learned how to solve these problems without using a graphing calculator. They were given a quiz, and then they learned how to solve these problems by using a graphing calculator. Students were given another quiz on that topic in which they could use their graphing calculator. I compared the scores of the two quizzes for students who took part in the study to see if students scored better when they could use a graphing calculator. Also, at the end of the study, I had student complete a questionnaire about how comfortable and confident they felt using graphing calculators.

This project on using graphing calculators to solve word problems demonstrated the following mathematics and technology standards:

**Mathematics **

C.12.2 Use geometric models* to solve mathematical and real-world problems F.12.2 Use mathematical functions* (e.g., linear*, exponential*, quadratic*, power) in a variety of ways F.12.4 Model and solve a variety of mathematical and real-world problems by using algebraic expressions, equations, and inequalities

**Technology **

A.12.3 Use a computer and productivity software to organize and create information <span style="font-family: 'Arial','sans-serif';">A.12.6 Evaluate the use of media and technology in a production or presentation

<span style="font-family: 'Arial','sans-serif';">The goal of my action research project was to find out if graphing calculators improve students abilitiy to solve world problems. Since a lot of students struggle with solving word problems and I taught summer school in a district that emphasized the use of graphing calculators to solve word problems, I wanted to see if they had a positive effect on their ability to solve word problems.

<span style="font-family: 'Arial','sans-serif';">My action research project demonstrates that I want to find additional ways of solving word problems, which can be difficult for students. One reason word problems are important in math is because the majority of math questions on high stakes standardized tests are word problems. Also, when students encounter or have to use math in their everyday life, they are in the form of word problems.

<span style="font-family: 'Arial','sans-serif';">Based on the quiz scores for my action research project, I found that for most students, their ability to solve word problems improved when using a graphing calculator. From the survey given at the end of the study, some students mentioned that graphing calculators allowed them to solve the problems quicker, took less effort to find the answer and they became less frustrated when solving the problem since it took less time to solve. There were a few students who preferred to solve word problems without a graphing calculator because they were confused on how to use them. My final conclusion at the end of my project is that I am going to continue to emphasize the use of graphing calculators for word problems, but I have to spend more time explaining how to use one.

**<span style="font-family: 'Arial','sans-serif';">KSD **

**<span style="font-family: 'Arial','sans-serif';">9.K.3 The teacher is aware of major areas of research on teaching and other resources for professional learning. ** <span style="font-family: 'Arial','sans-serif';">For my literature review, I looked at other research about the effects of using graphing calculators in high school math classes. My sources for my literature review consisted of educational reports, journals, and other action research projects.

**<span style="font-family: 'Arial','sans-serif';">9.S.3 The teacher seeks out professional literature and other resources to support his/her own development as a learner and a teacher. ** <span style="font-family: 'Arial','sans-serif';">As mentioned before, I looked at educational reports, journals, and other action research projects to find out what is the consensus on the effects of using graphing calculators to solve word problems. Also, I talked with other math teachers at my school to find out their opinion of graphing calculators. In addition, I have taught summer school the last two years in a different district than I teach in and have seen how valuable a tool graphing calculators can be for students who struggle with math.

**<span style="font-family: 'Arial','sans-serif';">9.D.4 The teacher is committed to seeking out, developing and continually refining practices that address the individual needs of students. ** <span style="font-family: 'Arial','sans-serif';">In my reflection portion of my action research project, I mention that from surveys given to students, some students did not like to use their graphing calculator because they thought they were confusing and did not know how to use them correctly. Based on the responses of my students, I realize that I may have to spend more time explaining how to use graphing calculators so that students can use them effectively.