Research
2008-2009 Funded Project
Targeting Essential Understandings: Identifying and Addressing Low-Achieving Students’ Mathematics Knowledge in 3rd Grade
Kay Ringer, doctoral candidate in the School of Education, will study the importance of linking formative assessment with instructional practice in mathematics education at the elementary level. She is working with teachers and students in five third grade classrooms Orange County to determine how classroom teachers might be able to use formative assessments, strategically implemented throughout the school year, to assess student learning and to use this information to develop and implement instructional steps to move students forward in their mathematical knowledge. The study is comprised of two components:
- Making assessments available and useful for teachers within their classroom contexts. This includes training the five target teachers in the use of these assessments and then facilitating discussions about next steps for their students.
- Interviewing low-achieving students using these assessment protocols and working with teachers to determine and address specific needs. This will be done through participating in study groups and focus groups, as well as grade level PLCs at each school.
Ringer will work with 15 third grades in two schools, chosen based on their Grade 3 End-of-Grade Pretest results. Additional, these five teachers will participate in both focus groups and study groups throughout the year. This will be a mixed-methods study, incorporating the qualitative aspect of teacher participation in focus and study groups with the quantitative aspect of established assessments and End-of-Grade test results indicating students’ mathematical understanding as they progress through third grade.
