Math Out of a Box, Article Review Example

Math Out of the Box: Fulfilling the mathematical promise that exists in every child: Gains in Achievement in South Carolina in 2007-2008. Clemensen University.

Summary

An inquiry based teacher training model toward the facilitation of K-12 mathematics instruction, the Math Out of the Box provides an alternative learner-centered approach to critical analysis of quantitative thought, by addressing stumbling blocks within student’ conception and problem solving techniques. The Report examines the shift in student achievement in a 32 Title I school district in South Carolina between 2007 and 2008, and extends policy thinking about the use of such strategies in other average and above average MOOTB schools and elsewhere in other classroom settings.

Analysis

Outcomes to teacher implementation of the Math Out of the Box curriculum showed that students experienced gains in achievement overall, with their students ranking in the ‘proficient’ and ‘advanced’ levels more consistently than students at other Title 1 schools in the same district. Professional practice assessment by the teachers, indicated that learner-centered facilitation was reached more readily, and as a result their role advanced the potential of student; exceeding traditional approaches.

Outcomes from the The Math Out of the Box research study may now be used to promote expansion of the teaching methodology at other schools and districts in an effort to increase student achievement in mathematics across the board. Further query into findings from the Report poses the following considerations to forthcoming research teams implementing the approach:

1. Why did the fifth grade scores take longer to change?
2. What will data show after a full implementation of Math Out of the Box?
3. As more non-Title 1 schools adopt Math Out of the Box, how will student achievement in those schools be impacted?
4. Are the differences indicated on the graphs significant?
5. What components, if any, of the Math Out of the Box curriculum play a role in the transition from tradition to inquiry-based practices?

Methodology

The methodological design of Math Out of the Box is constructed to reconfigure how teachers practice instructional learning in mathematics. Both content knowledge and curricula formatting are assessed and then put into instructional tasks with the goal of changing facilitation of learning in the classroom. Standardization is sought, with dimensional analysis of instructional practice so that an iterative training process with licensed teachers currently practicing in MOOTB or average to above average fidelity schools might be optimized. Based on The Five Dimensions of Instructional Practice, Math Out of the Box initiates training with a programmatic survey instrument that allows teachers to rate ‘how often’ students accomplish stated tasks according to a three point scale.

1. “The first dimension of practice measured in the survey is teachers’ conceptions of math as a discipline. In the Math Out of the Box Survey this dimension was measured with statements about multiple representations, conjectures, and development of general mathematical rules.
2. The second dimension has teachers examine students’ problem solving strategies.
3. The third dimension examines the roles of a teacher including facilitator, questioner, and co-learner.
4.  The fourth dimension measures students’ confidence in their own learning.
5. The fifth dimension examines the use of manipulatives and other tools in the classroom.”

The scale functions according to the following stages:

• Number 1 – rarely or never seen behaviors;
• Number 2 – often or sometimes seen behaviors;
• Number 3 – regularly exhibited behaviors.

The rating process is continued through instructional tasks during employment of the Math Out of the Box curriculum.

Recommendations for Implementation

The importance of fidelity as a determinant in both qualitative and quantitative methodological consideration in application of the Math Out of the Box tool may be enhanced by data available on schools that are not Title 1 which show parallel results as the Report. Although assessment of those findings is fairly limited, precedent results might encourage training of teachers in this dialogic mathematics approach, achievement has already been reflected in ‘proficient’ and ‘advanced’ scores exceeding state averages.