Strategic

Thinking

What effect
does the use of
problem solving
strategies in formal
math prompts have
on accurately solving
higher level thinking
math tasks?

Process
We start teaching students how to explain their
mathematical thinking by showing them how to
first systematically address math tasks.
Read -> Decide -> Estimate -> Work -> Explain
Read the problem
What is happening in the problem?
What do I know?
What do I need to know?
What is the problem asking me to
find out?
Decide
What operation(s) will I need to
solve the problem?
What strategy will I use to solve
the problem?

Samira Ramezan

Make an estimation
What is a reasonable answer?
Work the problem
Use at least two strategies and do
the work
Explain my math thinking in writing

sramezan@fcps.edu
www.msramezan.weebly.com

Samira Ramezan

Importance
Rationale

Classroom Context

Second grade

23 students: 11 male,

Data Findings
Baseline Data:

12 female

Strategies: 13% of students received a "basic" on the rubric

11 eligible for Advanced

Accuracy/Language: 4% of students received a "basic"

Academics

Required Elements: 4% of students received a "basic"

Why?

ACTION

NTCM says that to be mathematically proficient,

a student must have:

Conceptual understanding

Procedural fluency

Strategic competence

A self made journal task rubric was created to

collect data. For each mathematics unit, students
were given a formal math journal prompt using the
rubric. Three specific target areas were highlighted from the rubric to be used in data collection:

Adaptive Reasoning

Strategies

Productive Disposition

Accuracy/language

Required Elements

Having students participate in these tasks allows

them to learn to strategically construct a coherent and logical explanation of a mathematical
process.

Reason for this action research:

As we make our way into the challenges of

todays mathematically and technologically
sophisticated world, students need not only to
be able to solved problems using computation
but also to reason mathematically and use that
same reasoning capacity in tackling real-life
situations that involve mathematics.

Data:
For the remaining six units, a significant improvement was
seen in all areas. Students progressively became better at
using strategies, math language, and the required elements. At least 83% of students received a basic in all
three areas for each remaining unit, and consistently
showed improvement.

Students were asked to use more than one

problem solving strategy as well as use pictures,
numbers, and words to explain their thinking in
order to get a 4 on the rubric. The strategies to
choose from were:

Implications
Implications for the future based on this research
shows that through consistent math journaling and
the use of effective problem solving strategies, students are able to explain their thinking mathematically in order to find the accurate solution to a task.