1. Action Research Plan Sidney High School Amy Glerum Colleen Crisell

2. Purpose  The purpose of this action research study is to show how using manipulatives with matrices allows students to be able to easily conceptualize the meaning behind the task.  By taking the numbers “off” the paper, students could easily compute and complete the required operations.

3.  Independent Variable- The manipulative; “Moveable Elements in the Matrix”  Dependent Variable- What is affected by the results; a better understanding of operations with matrices. Variables

4. Participants  Between two class periods there are approximately 35 students in an Applied Algebra class of 9 th graders.  Nineteen are classified as Special Education students with Learning Disabilities, ADHD, and Emotional Disturbances.  The results were taken of ten students between both classes.

5. Given matrices and rules for addition and subtraction Pre-test assessment Post-it™ activity where students could physically “take off” the numbers in the matrix and manipulate them to understand the concept. Videotaped Teacher observation Post-test assessment using same questions Class discussion of activity and rules of matrices

7. Video #1  Students were given a set of matrices. Each poster had four Post- its™ with elements of the matrix.  Students could then physically move the elements to perform the operations of subtraction or addition.

8. Video #2  Students are working together to explain the process of how to manipulate elements.  They physically remove the Post-its™ to learn the process.  The discussion allows them to see what they are doing correctly or incorrectly.

9. Video # 3 and #4  Video #3 shows the end result with all of the Post- its™ having been moved to create a new corresponding element.  Video #4 shows students who have not looked at the operation and have to redo their work.

10. Data Analysis  Students need more tactile learning with the use of manipulatives in math class in order to successfully learn the material.  Students are more engaged in the learning process when they are allowed self- exploration in the content.  The manipulatives made a difference in the results. There was a percentage increase in the overall assessment of students.

11. Reflection of Student Activity  The students were more engaged in the learning process because it allowed them to work together in teams and come up with a common consensus of how to approach each matrix problem.  The students enjoyed being able to work with Post- its™ and writing on the windows with dry-erase markers.  The students were able to conceptualize the patterns involved with matrices!

12. Reflection of Teacher Practice  It is beneficial to create groups of students who have different learning styles (tactile, visual, and auditory) so that they can help one another with explanations of concepts.  Being able to take a step back and watch students work through a problem allowed us to see where common errors were being made and see those students that needed more individualized instruction.

13. How will we use this information?  There are many students who have difficulty with the Distribution Property because they forget to multiply out the second number in the parenthesis. This activity will allow us to use this “hands-on” approach again when we learn those properties.  This activity has allowed us to see how beneficial the use of manipulatives is when it comes to teaching math concepts!