1. Learning Algebra Can Be Fun Presented by Erin Schilke EDU 671 Prof. Newton Miller

2. Area of Focus Statement The purpose of this study is to discover if teaching 7 th grade algebra by the use of math-based computer games will help the students’ master the skills more quickly, which may prevent them from developing any fear or anxiety for taking more advanced algebra courses in high school and/or college.

3. Related Literature Shapiro, J. (2013). Video Games Are The Perfect Way To Teach Math, Says Stanford Mathematician. Forbes. Retrieved from http://www.forbes.com/sites/jordanshapiro/2013/08/29/video -games-are-the-perfect-way-to-teach-math-says-stanford- mathematician/ http://www.forbes.com/sites/jordanshapiro/2013/08/29/video -games-are-the-perfect-way-to-teach-math-says-stanford- mathematician/ Found through Google search. Welsh, P. (July 9 th, 2012). Why our kids hate math. USA Today. Retrieved fromhttp://usatoday30.usatoday.com/news/opinion/forum/sto ry/2012-07-09/math-education-remedial- algebra/56118128/1. Also found through Google search.

4. Define the Variables The variables for this study are 7 th grade algebra students from one of the local middle schools in the area. The ages of these students are typically between 12 – 13 years. Two separate algebra classes will be studied; one with the use of algebra-based computer games, and the other without. Both boys and girls will be part of this study, as well as the algebra teacher teaching the two classes.

5. Research Questions 1.What are the effects of playing algebra-based computer games when learning how to solve algebraic equations? 2.Do these computer games make learning algebra more fun? 3.Do these computer games help prevent the development of fear when thinking about taking more advanced algebra classes in high school and college?

6. Data Collection Student Questionnaires – before and after the study. Pre and Post-tests Semantic Differentials – given after the study has been completed. This data will provide the students overall thoughts about the experience on a scale of 1 – 10, 10 being the highest. Observations

7. Data Considerations For this study the data collection will be strictly confidential, and used only for the purpose of this action research project. For confidentiality purposes, no names or personal information will be used on any of the data collected. Data will be gathered individually from each student.

8. Data Analysis & Interpretation Data analysis for this study will be to discover how much faster students are able to master algebraic equations with the use of computer games. The study will also analyze whether or not the games helped students enjoy learning the skills, ultimately preventing them from feeling fear and anxiety for taking more advanced courses in high school and college.

9. Action Plan 1)Discover if introducing these computer games to 7 th grade algebra classes will help students master the skills quicker, and also preventing feelings of fear for more advanced courses. 2)The timeline for this study will be approximately 2 months. One month to prepare the teacher and students, and a second month to complete the study. 3)Questionnaires, pre and post-tests, semantic differentials, and observations will provide the necessary data for this study. 4)Results from the data collected will determine whether or not this study will need to be continued.

10. References Landrum, R. E. (2013). Research design for educators: Real- world connections and applications. San Diego, CA: Bridgepoint Education, Inc. Mills, G. E. (2014). Action research: A guide for the teacher researcher (5th ed.). Boston, MA: Pearson Education, Inc. Shapiro, J. (2013). Video Games Are The Perfect Way To Teach Math, Says Stanford Mathematician. Forbes. Retrieved from http://www.forbes.com/sites/jordanshapiro/2013/08/29/video- games-are-the-perfect-way-to-teach-math-says-stanford- mathematician/. Welsh, P. (July 9 th, 2012). Why our kids hate math. USA Today. Retrieved fromhttp://usatoday30.usatoday.com/news/opinion/forum/story/201 2-07-09/math-education-remedial-algebra/56118128/1.