TRANS-Math : An Action Research 1

Abstract This action research discusses the importance of communication through various assessment tools and cooperative learning groups within an Algebra class. The plan discusses the components of communication through Trade-a-Problem and Paraphrase Passport among cooperative learning groups. Participants include two student teachers and eight nursing students. Methods, including pre- and post-tests and surveys, interviews and student work, were implemented to collect data within the class and to gain insight into communication and cooperative groups that are most beneficial in the conceptual understanding of mathematics throughout a unit focused on fractions. We discovered that through the given assessment tools there was an increase communication such as vocabulary, oral discussion and written description, along with the aid of cooperative learning groups, helped students to gain conceptual understanding. As a result of this research, we plan to implement cooperative learning groups in the future when we are to be fully pledge teachers.

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Reflection Our educational interests and concerns lie in the areas of clarifying questions, communication though trade-a-problem and paraphrase passport and cooperative learning groups. The focus of our problem statement is the effect of student understanding of mathematics through communicating in cooperative learning groups. We conducted our research during the first semester of this year. Our goal this semester, with this focus of communication in the context of cooperative learning groups, is that our students enhance their understanding of mathematics in the concept area of fractions. We believe that interaction and communication among students in a structured group setting can enhance their mathematical understanding as it deepens the students conceptual understanding of the mathematical concept. We would like to see and hear our students engaging in oral and written communication as they enhance their understandings of mathematical concepts, in particular, the concept of fractions. We, as future educators, we believe that this strategy can assist teachers in assessing student understanding of mathematics. It is important for us to focus on clarifying questions, as well as to probe students thinking, within the cooperative learning groups while making sure that the group tasks allow for communication to be taking place.

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The focal point of communication is embedded in the standards of National Council of Teachers of Mathematics (NCTM, 2000), as a process standard. The focus of communication also has direct relationship to other process standards, such as problem solving, reasoning and proof, and connections. Cooperative learning groups relate to NCTM process standards because of the emphasis that communication has on groups of students working together to problem solve, reason and prove, and the connections of content problems in mathematics. In return, the focus of communication is important to students, teachers, school districts and society as teachers assist student learners in becoming great thinkers, as well as communicators, over time. These students are tomorrows leaders.

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Literature Review We read research literature that was related to mathematical vocabulary, communication, questioning techniques and cooperative learning. As we read the articles, we saw the similarities of how vocabulary is an important part of mathematical understanding and is necessary within a mathematics classroom. The articles we used for this research follow and support the themes used in this action research. First, the use of accurate vocabulary is an important part of mathematical understanding. The question of how the emphasis of mathematical vocabulary in the classroom affects students mathematical ability and understanding piqued our interest when Dr. Leonila B. Barbacena discussed how important it is to use correct vocabulary when teaching mathematical concepts. The statement Dr. Barbacena made us prompted to think more consciously of the vocabulary being used in our classroom. Our action research project completed during this semester 2011 focusing on communication through Trade-a-Problem and Paraphrase Passport as aid in the context of cooperative learning groups. Second, questioning techniques help uncover some of the gaps and misunderstandings in students learning. Third, building communication connections through various assessments tool to deepen the understanding of the learner and holds the

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learner accountable for the discovery process. Lastly, through the use of cooperative grouping, students will improve their conceptual understanding and perception of mathematics and perform fraction problems with accuracy. Vocabulary Rubenstein (2000) stated, To know the language development is part of the curriculum(p. 497). Rubenstein discussed the use of word origin and the relationships these root words have with other words to help the students generate a better understanding of the word itself. The transfer of knowledge takes place when students explore word origins and discuss their thoughts and feelings of the words. Rubenstein explored middle school students encountering new mathematics vocabulary and examining word origins. Rubensteins article discusses strategies to support student language learning by becoming familiar with root words of mathematics to help students. Students generated and identified cognates to enhance vocabulary development. Rubensteins article views word origins in the curriculum as having multiple benefits, such as vocabulary meanings are clearer, verbal learners find verbal connections, English as a second language students learn common and technical vocabulary, and it gives the opportunity for colleagues to collaborate across disciplines.

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Rubenstein (2000) uses word origins, mental mathematics, and the theory of multiple intelligences to make mathematics accessible to her students. As a result of her, she suggests the use of word origins and the relationships these root words have with other words to help familiarize students to new vocabulary words as they bridge from one meaning to another. The linking of mathematical terms to common English words helps students increase their vocabulary development as well as mathematical fluency (p.493). Rubenstein (2000) believes that working with an English teacher to aid in the development of the language is beneficial. Activities that she included in her article to enable language development are students brainstorm words that seem to be related, word entomologies can be part of a study skills program, journal entries, student projects, student developed bulletin boards, and cartoons (Rubenstein, 2000, p. 497). To help support student learning across the curriculum, word origins are a wonderful way to collaborate crosscurricularly. Integrating word origins into the curriculum procedures has multiple benefits. Incorporating etymological links help English as a second language students learn common technical vocabulary in a coherent way (Rubenstein, 2000, p. 497). Mathematical terms often mean what they say by applying word origins into the understanding. Verbal connections help increase mathematical

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understanding, and lastly collaboration across disciplines allows for wonderful learning opportunities. Falle (2002) focused on how math was a language of itself which needed the employment of language arts techniques; the use of linguistic structures as indicators of student understanding; and the use of non-routine questions to promote conversation (p. 18). Falle focused on the difficulty teachers have with determining problems students may be having and to the extent of students understanding. Falles study was conducted with a small after-school tutoring program in a rural town. The participants were three students (two girls and one boy) in high school; all had experiences of traditional mathematics classrooms where the focus was on memorizing routines and procedures. The students were presented with questions that addressed the concepts of measurement, geometry, algebra, number and statistics. The conversations were recorded. The researcher was involved, in a limited aspect, as she interviewed and questioned the participants on their mathematical understanding. The purpose of this study was to present an example of a possible model that allows teachers to uncover some of the hidden understandings or misunderstandings of students. The directions of the conversations were determined by what the students were saying or doing.

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Wiebe-Berry and Kim (2008) stated patterns of teacher talk were mainly recitational and lacking characteristics of talk consistent with the National Council of Mathematics (NCTM) Communication Standard. Implications include that students with disabilities may benefit from instructional strategies that develop thinking and communication skills (Wiebe-Berry & Kim, 2008, p. 363). Wiebe-Berry and Kim examined teacher talk throughout mathematics lessons during a first grade inclusive classroom in a large, urban school district. Wiebe-Berry and Kim have published other articles including studies on vocabulary, communication, and focuses on research including students with special education services. Kim was a graduate student during the time of this study. The researchers in this study were not active participants during the study; they observed and took notes, listened and categorized the teacher talk during the lessons, and interviewed the teacher participants. The study focused on the classroom verbal interaction and instructional approaches within the math classroom as well as the equivalence of math instruction discourse among the four teachers (regular educator, special education educator, student teacher, and a classroom teacher aide) and 21 students. The study was done during a twoweek money unit in mathematics. The researchers categorized the teacher talk into six categories: eliciting/questioning,

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responding, organizing, presenting/explaining, evaluating, and sociating. Wiebe-Berry and Kim's 2008 research focus was to explore the nature of classroom verbal interaction along with mathematics instruction discourse. Choral response can mask individual lack of understanding (p.369). The article stated teachers who are fully responsive balance evaluation and discussion for the enhancement of students learning (p.370). This responsive balance allows for students to gain insight and processing time to evaluate the concepts being presented or discussed. The study also discusses presenting and explaining involves recalling, explaining, or repeating lesson content. The communication among teacher and student or student and student is important in the understanding of the concepts being presented. While Rubenstein (2000) researched the importance of vocabulary focusing on the etymological links and origins, in addition to the breaking vocabulary words apart to dissect the terms in order to absorb the meaning. Another researcher, Falle (2002), focused on the vocabulary and the knowledge that a person can gain by listening to others through the use of interviewing. Offering questions to the participant being interviewed allows for the insight needed to make executive decisions as to if a student conceptually understands the

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mathematical material. Researchers Wiebe-Berry and Kim (2008), focused on different types of teacher talk. A responsive balance allows for students to gain insight and processing time to evaluate the concepts being presented or discussed. The study also discusses presenting and explaining involves recalling, explaining, or repeating lesson content. The communication among teacher and student or student and student is important in the understanding of the concepts being presented. Questioning Techniques Research has stated that questioning techniques help uncover some of the hidden or misunderstandings of students. Baxter, Woodward, Voorhies, and Wong (2002) discussed the large percentage of utterances in a classroom are done primarily by the teacher. In her particular research, 60% of the utterances were done by the classroom teacher leaving little room for student to student questions and comments, as opposed to initiating questions and conversations students tended to react to questions (p. 176-178). Baxter, Woodward, Voorhies, and Wongs article (2002) was part of a larger case study of four fourth-grade classes that investigated classroom discourse in daily mathematics instruction including students with special needs.

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The engagement of math language is achieved by encouraging discussion between the students and the teacher while the teacher models appropriate language skills and encourages students to use clear, precise and meaningful language. In Falles 2002 study, the use of non-routine questions that were open-ended were used to provoke reflective thought and to develop higher order thinking in students so that their mathematical knowledge was deeper rather than shallow, and conceptual rather than procedural (p. 19). Falle concluded in this study that students come to realize that they need more precise ways of conveying their meaning to develop vocabulary. Students also have to experience something worthwhile to talk about. Falles (2002) research, along with Wiebe-Berry and Kim (2008), show that teachers impose their thinking and do not provide opportunities for students to gain deeper understanding. Teachers are eager to step in and tell students why before allowing them to cross over with understanding on their own. Baxter, Woodward, Voorhies, and Wong (2002) further suggest an effective strategy for learning for understanding is to question, and at times, to struggle through certain concepts. Baxter, Woodward, Voorhies, and Wong (2002) also discussed the talk of teachers and students in the classroom and how a student-centered environment allows for student-to-student

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communication where critical questions are asked allowing students the ability to reflect and think through their intended focus of their presentation, as well as, to help clarify their thoughts and ideas. The findings of the research showed that the teachers had the highest percentage of utterances in the category of questioning/ eliciting; however, most of the questions were leading and focused toward students finding a specific answer. There were few critical questions asked to allow students to communicate with one another and/or investigate the question on their own. The study also showed that the teacher aide had a higher percentage of utterances in the category of sociating, designed to draw students into the lesson and maintain social relations (Wiebe-Berry & Kim, 2008, p. 368). Building Communication Connections Research completed by Wiebe-Berry and Kim (2008) suggested the importance of building communication connections to deepen the understanding of the learner and hold them accountable for the discovery process. Problem solving and collaborative work are emphasized, and the students are encouraged to defend answers, explain approaches, and propose alternative solutions (Wiebe-Berry & Kim, 2008, p. 363). Teacher talk is used to help encourage the learning approach of how well questioning techniques are used to enhance students mathematical thinking.

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In the summary of their article, Wiebe-Berry and Kim stated the teachers in the study rarely asked students to provide explanations, share ideas, or assist peers (Wiebe-Berry & Kim, 2008, p. 368). The teachers were not following best practices of the NCTMs communication strand. Reinhart (2000) stated that participation is not optional; students were expected to contribute his/her fair share (p. 482). Reinhart believes that no one is finished until everyone in the group can explain and defend the solution. He states, This rule forces students to work together, communicate, and be responsible for the learning of everyone in the group. The learning of any one person is of little value unless it can be communicated to others (Reinhart, 2000, p. 482). I found this to be true while conducting mathematical lessons using the technique of cooperative learning groups. The students were responsible for the learning of all group members. Giving the students a whole task of making sure everyone understood the material and would have to able to present made the task a reality. I must work alongside OUR peers to be able to gain the knowledge needed to present it to someone else. Conceptual Understanding and Perception in Cooperative Learning Groups Vaughns 2002 research has suggested that by utilizing cooperative grouping, students will improve their conceptual

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understanding of mathematics and perform fraction problems with accuracy. Vaughn stated group processing occurs when group members are allowed to discuss how well they are doing and then can decide on various changes that are necessary (p. 359). Vaughans 2002 study examined the effects of cooperative learning on the achievement in and attitudes toward mathematics in fifth-grade students of color in a culture different from the United States. Vaughns study occurs in a Bermuda elementary school with 21 students. Ten boys and 11 girls participated in a self-contained fifth-grade classroom on the effects of cooperative learning groups. Vaughn (2002) concluded that children of color that worked in a cooperative learning group improved their test results from pre- to post-assessments. Lopata, Miller and Miller (2003) state, Cooperative learning is an instructional technique designed to promote academic and social development of students (p.232). This statement merges the benefits of cooperative learning within a classroom setting, benefits of communicating, while enhancing ones education. Positive interdependence entails that students recognize their dependence of one another to reach a common goal. There is individual accountability within the group as well as outside of the group for individual assessments. Face to face interactions allow for students to value others ideas and solutions while interacting with one another. Group process

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allows for a more thorough understanding of the content being taught. Although cooperative learning can be a positive experience it can also be noted that some literature may criticize the group learning. One point of criticism has involved unequal work responsibility and production by group members (Lopata et al., 2002, p.233). This suggests that within any learning group within the classroom there should be guidelines and job descriptions or tasks given to each student member of the group. Lopata, Miller, and Millers research suggested that students in a cooperative learning group will improve their perception about mathematics. In addition to academic achievement, cooperative learning has been associated with positive social relations and social development (Lopata et al., 2002, p.233). Summary of Literature Review Many educators need to enhance questioning skills and techniques to allow for students to become engaged in real mathematical learning and understanding. We found the articles that we read all offered great insight into the benefits of teacher talk within the classroom as Rubensteins 2000 approach on the subject from the importance of a vocabulary word to the Reinharts administration of open-ended questions that one asks to gain insight into the students level of conceptual understanding with elementary students, as well as, the

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importance of cooperative learning to enhance student mathematical achievement studies done by Lopata, Miller, and Miller in 2003. Our study focused on vocabulary, questioning, communication, and cooperative learning groups within a small group of students. All of the studies weve reviewed agreed that having students communicate and reason increased student achievement. Implementing cooperative learning into the classroom can be a challenge of classroom management and training the students to understand their roles within the learning setting; however, the benefits of cooperative learning groups outweigh the challenges. Lopata, Miller, and Millers (2003) research discussed the challenges of cooperative group work. Weve found in our study that creating the right groups of students into cooperative learning groups was one of the challenges as well as emphasizing the importance of their roles within the group. Although the research of Rubenstein (2000) and Falle (2000) suggested the importance of vocabulary and communicating of the concepts, we did not expect to see results in the achievement of our students during the course of our study. The students in our algebra class took on this challenge in whole group discussions. Most of the students were determined to answer in complete sentences while attempting to use correct vocabulary. Due to a shortage of time to complete the fractions unit, we are

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confident that we would have had more gains over a longer period of study. While research completed by Reinhart (2000) and Wiebe-Berry and Kim (2008) focused questioning techniques to help uncover some of the hidden or misunderstandings of students. I learned from our study that questioning techniques was an important tool in education, it still did not aid in every students response. Some of the students continued to struggle to answer questions related to fractions. I find this an area of focus I will have to explore further, as to how to continue the questioning techniques to allow for student communication of the mathematical concepts to increase over time. The work done by researchers Falle (2002) and Reinhart (2000), on building communication connections to deepen the understanding of the learner and hold them accountable for the discovery process, compares to our experience with the research we did on communicating within cooperative learning groups. Our research on communication within cooperative learning groups follows the same connection that Gillies (2002) along with the research completed by Lopata, Miller, and Miller (2003) in their findings. The students discovery processes along with the communication among the students group members enhanced their conceptual understanding and perception of mathematics and perform fraction problems with accuracy.

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Purpose of the Study The purpose of this study is to investigate what happens to the quality of student communication in a middle level mathematics classroom when using Trade-a-Problem and Paraphrase Passport to focus on conceptual understanding of fractions in a cooperative learning setting. Strategies and techniques will be implemented to improve student communication of mathematics for conceptual understanding of fractions in a cooperative learning group setting. We will be examining the research themes of: Level of conceptual understanding of mathematics and performance accuracy of fraction problems; Frequency of accurate precise mathematical vocabulary; and Students perceptions about mathematics in seeking to answer the research questions: 1. How will participating and communicating in cooperative learning groups though some techniques impact conceptual understanding of fractions in mathematics? 2. How will the emphasis of mathematical vocabulary in the classroom impact students' mathematical ability and understanding? 3. What happens to mathematics teaching when focused on precise mathematical vocabulary, communication, and

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cooperative learning in a mathematics class related to fractions? Setting and Participants Our research was conducted in Bicol University Tabaco Campus. Our school serves approximately 1 200 students and employs at least 90 teachers. The school has a quite diverse student population with regards to their hometowns. The class selected for the study was first year nursing students. The class was made up of 22 students, and consisted of eight girls and 16 boys. But the actual number of students in the research was only eight.

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Intervention/Innovation The interventions that we use in the conduct of this study were two assessment tools, TRADE-A-PROBLEM and PARAPHRASE PASSPORT. We saw the potential of this method to really help students communicate in class, especially in a mathematics class. The positive outcomes that were included in these interventions are as follow: 1. This makes sure that the group is not one in which everyone is talking and no one is listening. 2. This lets individuals know how their ideas are heard by others, and can give them cues regarding their communication skills. 3. Students work together in their teams to prepare their questions and to respond to the questions they receive. 4. All group members will be having roles in their group and later will have interaction with one another. 5. Gain from each other's efforts. Because of this reasons that is why we used TRADE-A-PROBLEM and PARAPHRASE PASSPORT.

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Methods for Data Collection A variety of methods were used to collect research for this project. We implemented the methods of our research project with students beginning September 28, 2011. Our research questions

were addressed using pre- and post-student surveys (Appendix A) given to students at the beginning and end of the fraction investigation about their mathematics beliefs and comfort levels in math. Students took pre- and post-tests (Appendix B) on the fraction concepts to demonstrate their conceptual understanding and students explanations were examined throughout the fraction unit. Interview questions of four students of varying mathematical abilities were conducted with the students about their thought processes and beliefs about mathematics. Observations of students were conducted to gain insight into the questioning techniques and vocabulary used within the classroom to help students engage in the conceptual understanding of fractions on September 30 and October 5, 2011. The observations also gave insight into the benefits of cooperative learning groups. Student work was observed and collected to gain insights into the level of conceptual understanding the students have on the fraction concept. By examining student work, the impact of questioning and vocabulary strategies were noticed. Specific data collection methods used for our first research question focused on teacher

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observations during class, along with the data collected through interviews to assess changes in student communication, vocabulary and conceptual understanding. The pre- and post-

student survey given gave insight into how a student feels about math; math vocabulary; writing, speaking and verbalizing math; fraction comprehension; cooperative learning groups; and comfort level in the area of mathematics. The second research question, how will the emphasis of mathematical vocabulary in the classroom affect students mathematical ability and understanding, was evaluated in many of the same ways as question number one. The survey was given on September 28, 2011. Questions on the survey included: I understand vocabulary words in math. Knowing vocabulary helps me to understand math more. I am able to verbalize our mathematical thoughts on fractions to others. I am able to describe our mathematical thoughts on fractions in writing. I have a strong understanding of fractions. I think it is important to communicate math ideas with others. The students replies gave insight into the perception of the students understanding. Our observations of students interacting with one another helped point out which students

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struggled with the fraction material and which students needed to be challenged. The third research question, what happens to our mathematics teaching when we focused on precise mathematical vocabulary, communication, and cooperative learning in mathematics class related to fractions? We were intensely focused on the use of

correct vocabulary. We did not want to hear the top number, or bottom number of a fraction. I wanted the terms numerator and denominator to be used and students to have an understanding of what the words represented. Students volunteered to lead bell work every day during the fractions unit. Teacher observations and reflections during class, along with the data collected through interviews to assess changes in student communication, vocabulary, and conceptual understanding were used to build an understanding of student growth. The students writing samples helped to assess student understanding of the fraction concepts. We separated the 8 students into two groups of four. We attempted to separate the groups so that each group had at least one high ability student, a low ability student, and two to three middle ability students in each group. Groups members took turns being responsible for different tasks. One group member was in charge of recording, one group member was group facilitator, one group member was in charge of monitoring group involvement, and one or two group members were in charge of

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communicating the processes to the other group members this was done during TRADE-A-PROBLEM activities. We struggled a bit on getting comments and whatever moments written down. Sometimes the class periods seemed to fly by, and we felt that we did not get around to all the groups as often as we would have liked. We had a group that weve spent more time with due to a few behavioral and disciplinary issues than the other group. Many times we wished that we would have had a clone of ourselves so that we could have walked around the room acting as the researcher, while we concentrated solely on the teaching aspect of the lesson. We struggled with the use of time, the time we needed for students to actually discover the mathematical concepts centered on fractions. It seemed some days that the students were just getting comfortable with one another and learning how to work well together that day, and then the class period was over.

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Results of the Study A typical day in the classroom during this action research consisted of notes or example problems, group work, whole group discussion and assignment on Wednesday and Friday a one- hour class period, were given to us but we only attended only six meetings. Our typical class would have to start with a review what they did the previous week and then build upon that knowledge with new fraction material. Students complete some board works and then volunteers who would lead the discussion. Students usually took some form of notes early in the class period. Students would complete an example problem of the fraction concept that they were working on. A whole group discussion was usually conducted after individuals completed the problem. After group discussions, students would then gather in their assigned cooperative learning groups as they complete other additional example problems together as a group. During this work time, students would sometimes work as a whole group completing each step of the process together. Sometimes the group would work together in two groups of two to three students and then as a whole group discussed their findings.

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Whole group discussions would take place to clarify our understanding if the students were ready to continue on with the daily assignment. During this time they would adapt the assignment if needed. Students were allowed to work on the assignment either alone, with a partner, or they could continue working with their group. The group tasks would involve

vocabulary discussions, word problems, computation problems, written descriptions, and oral presentations to other groups. During the cooperative learning groups weve tried to circulate among the groups to listen in on discussions and make observations about the group dynamics along with documentation of comments and observations. One of our research questions was, how will participating and communicating in cooperative learning groups impact students conceptual understanding of fractions in mathematics. We have found mixed results. As the teachers, we provided the students with many opportunities to work in small groups as well as whole group discussion. When the students were put into small groups, most of the groups began the activity immediately. As our students participated in more cooperative learning group activities and learned to trust one another, several findings appeared. The results student interviews and observations in our classroom showed cooperative learning groups were a positive technique for our students.

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Students showed an increase in the median scores on the students pre- to post-survey from neutral to agree in the areas of: enjoy working in cooperative learning groups, can explain a math problem to another student, and sharing our ideas increases our understanding. Although an increase showed in those particular questions, the surveys did not show any change in the following areas: I learn a lot in a discussion with other students, sharing math ideas, the whole class benefits and learns, it is important to communicate math with others, and I am comfortable in sharing in a group of 2-4 persons. The results of the median calculations are below. Survey question number Median
Difference of the Post-Survey Pre-Survey Median Median Post Survey
Item 13 Item 14 Item 15 Item 16 Item 17 Item 18 Item 19 3.5 2 3 3 3 4 3 4 3 3.5 4 4 4 3.5 0.5 1 0.5 1 1 0 0.5

Pre-survey and

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4.5 4 3.5 3 2.5 2 1.5 1 0.5 0 Item 13 Item 14 Item 15 Item 16 Item 17 Item 18 Item 19 Pre-Survey Median Post-Survey Median

The survey results above give a positive review on how the cooperative learning groups affected the students learning. But we had expected a lot of gains in the above areas due to the implementing of cooperating learning groups into our math lessons. Early on, the differences in our students engagement and participation started to appear. We have observed in the classroom that more students were on task. The noise level of the classroom varied from week to week; however, we somehow tolerated the noise level when we knew the students were actively engaging in mathematics within their groups as the students discussed problems, processes, and asked questions to one another. The engagement and participation of our lower ability students seemed to improve during the fraction unit. The group work allowed for the students to get more one-

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on-one assistance from their group members and feel more comfortable discussing or asking questions with other students. The surveys given showed that that 12.5 percent strongly agreed, 50 percent agreed, 37.5 percent were neutral, 0 percent disagreed, and 0 percent strongly disagreed that they were comfortable in sharing our mathematical ideas in groups of 2-4 persons. Based on this data we can say that they really are comfortable dealing with other person, and are actively participating during group discussions. But some students gave the impression they were listening to the discussions going on around them, but did not actively verbalize within the conversations. Overall, the comfort level with the other group members increased as the fractions unit went on. There was less whining about having to be in a specific group as the unit went on. When students worked in small groups, a majority of the group members were actively engaged in finding solutions. In observation of the groups on October 12, 2011, I noticed that four out of the eight students were usually an active participant by either writing on a task sheet, notebook paper, or whiteboards. During our classroom observations on October 14, I heard students say: How did you get that?; Oh, I see now?; I do not agree with the solution to number two; I think we

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start like this?; Are you sure?; Do you get it?; and Kuya Chad said to keep asking questions if you don't understand, do you have a question? I also noticed on October 14 that some group members who were quieter tended to ask a question to a group member instead of asking a question as a whole group. We have also observed that a quiet, unsure student helped another group member to divide fractions. This observation brought a smile to our face. We were so proud of what that young boy did. Occasionally, the groups would call us over to clarify a question or process, or for reassurance that they were on the right track. The combination of communication with the use of trade-aproblem and paraphrase and group work helped increase our students conceptual understanding and confidence in math. On September 28, when we gave the pre-test for fraction vocabulary and the fraction concept test, one would keep on giving us this stern face. The whining and comments that students stated were: I don't get this,; This is stupid; I cant take this was not taught to us. However, when I gave the posttests, almost all of them were doing fine. The pre- and post-fractions concept test showed a median score increase from 4 to 5, out of a 9.0 scale. The results of the pre- and post-vocabulary quiz showed no gains in scores from the median of 7 on the pre-vocabulary quiz to a 7 on the post-

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vocabulary quiz. These median scores were based off a 10question quiz. The written explanation varied as to why the problem was correct or incorrect. The teacher question, look at the given problem, is it solved correctly? Justify your answer.:

Student A, wrote No. Because another x will be cancelled in the second term against the first term. Student D, wrote No, because we have to make everything into multiplication then proceed in solving. Student E wrote No, because when we get the reciprocal of the third term we can cancel out the other one Student F, wrote It is wrong because you would get . All of the students agreed that the question was incorrect; however, the level of understanding as to why the solution was incorrect varied greatly, and students were incorrect inwhy the solution was wrong. It showed inconsistent results on students conceptual understanding. The question reads, I would like you to write out a solution to this problem, trying to write down all your steps and explain what you are thinking. Afterward, Ill ask you how you decided what to do to solve this problem.

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A classmate says, to add 1/2 and 1/2, add the numerators and then the denominators.Do you agree or disagree with this as a general rule for adding fractions? Student A wrote I disagree because you only add the numerator because the denominators the same. Step one is to add 1/2 + 1/2 and the one and one become two and make a whole. Student D wrote No, I dont agree. Because you dont add the denominators you just keep the Same denominator if they are the Same. Student E wrote + = to 1/2. Student F wrote First I line up the fraction and flip the fraction and get to a answer. Agree The answers above show inconsistencies in student understanding of adding fractions. This leads me to believe that conceptual understanding of fraction concepts is still developing among many of our students. Another open question was given to the class on October 14 revealed the following statements about think about this weeks lessons, what part of them are still confusing?: Student A wrote Fractions are a lot easier once we started group work and we started to talk it out I understood it more and the math came easily. Even though I struggle with it sometimes. = No because you can add 1/2

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Student D wrote When we divided fractions it was at first confusing but now I am use to divide. Now I think they are easy and fun. Student E wrote Subtracting /adding fractions Student F wrote Nothing. Student A is the only student who wrote about groups helping him understand fractions better. This entry shows that cooperative learning groups are beneficial to some students understanding of concepts. A second research question I had was,how will the emphasis of mathematical vocabulary in the classroom affect students mathematical ability and understanding? I also found mixed results in this component of our research. On October 19, this is significant date because we have incorporated again the use of paraphrase passport and trade-a-problem, it quite a rare occurrence to have one or two students volunteer to lead in front of the class. To have six students volunteer was exciting. The groups worked together well, discussing, questioning, and finding solutions to the problems given to them. The group that I worked with the most needed assistance in managing their behavior as well as how to engage in the mathematics tasks given to them. Although both groups had interactions going amongst the student members, the interactions of the group members were not equal in the amount of times a student contributed orally to the

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group. According to our observation , the low ability student did less contributing in group discussions. The high ability, and occasionally a middle level ability student, did more of the explaining of tasks to others. The middle level ability students tended to ask more questions to their group members about the task, process, or step one should take. On October 19, we have noted that Student E, an average student, was doing most of the group discussing and questioning. Student F, a high achieving quiet student did not take on much of a leadership role in his group; I also observed this throughout the duration of this study. On the pre- and post-surveys, the students were asked to check either strongly agree, agree, neutral, disagree, or strongly disagree. I assigned point values one to five to the answer choices so that I could find a median of the data choices (5 meant one strongly agreed, 4 meant one agreed, a 3 meant one was neutral, a 2 meant one disagreed, and a 1 meant one strongly disagreed). Below are the median results of the data for both pre- and post-surveys for each question. The results are from the eight students. The median was calculated based on the 1 to 5 scale. The questions can be viewed in Appendix A.

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Item 1 Item 2 Item 3 Item 4 Item 5 Item 6 Item 7 Item 8 Item 9 Item 10 Item 11 Item 12 Item 13 Item 14 Item 15 Item 16 Item 17 Item 18 Item 19 Item 20

Pre-Survey Median 3 2.5 3 3 2.5 3 3 2.5 3 2 4 3 3.5 2 3 3 3 4 3 3

Post-Survey Median 3 3 3 3.5 3.5 3 3 3 3 3 4 4 4 3 3.5 4 4 4 4 3

Difference of the Pre-survey and Post Survey 0 0.5 0 0.5 1 0 0 0.5 0 1 0 1 0.5 1 0.5 1 1 0 1 0

4.5 4 3.5 3 2.5 Pre-Survey Median 2 1.5 1 0.5 0 Item 1 Item 2 Item 3 Item 4 Item 5 Item 6 Item 7 Item 8 Item 9 Item 10 Item 11 Item 12 Item 13 Item 14 Item 15 Item 16 Item 17 Item 18 Item 19 Item 20 Post-Survey Median

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This data shows a gain in student perception that they can help another student on a math problem. We were so excited to see the results of question 12 as this meant that students are becoming more comfortable in asking for help. We were happy and pleased with the results to questions 17-20 we saw gain in these areas because the students practiced verbalizing their thoughts to others in groups. The survey results were same as that from the interviews that we did with students. The five students interviewed all stated that it was important to communicate your math thoughts and ideas to others because it helps you become a better student. Obviously, the students in our algebra class have improved in some aspects but still have other aspects of fractions to learn; however, the computation test indicated a slight increase took place from pre- to post-test. The tests students completed had more vocabulary in them then the students are accustomed to. An indicator of students struggling with understanding vocabulary and written work is seen on the vocabulary pre- and post-test, where no gains were made. In prior units, a student reads the directions and then the students use their concept processing skills to solve the problem. Although the tests were written quite basic to a mathematician, I feel the students struggled with the decoding of what to do with the question itself. This

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reinforces the need for me to continue with the focus of communication in the mathematics classroom both orally and in written format. I left little room for the students to show their work on the test, this could have had an impact on how much the students worked on the problem. The third research question we were curious about was what happens to our mathematics teaching when I focus on precise mathematical vocabulary, communication, and cooperative learning in mathematics class related to fractions. The results for this research portion are inconclusive. During interviews with students conducted on October 21, we asked the question why is it important to know the meanings of vocabulary words you see in math? Student A: If youre looking at a problem and you see what to do and how to do it because you know the meaning. Student B: To help you understand meanings of a word it may help you in getting the problem right. Student C; Sometimes vocabulary is kinda hard, it can be easier to understand if you break the vocabulary word down, this helps me understand the concepts better. Student E: To help me in class. Student F: It helps make math easier. Although the statements are not all that detailed, it shows that we need to continue using math vocabulary and explain it in

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different methods so students grasp the vocabulary which aids in their understanding of the fractions concept. During our study we realized I needed to do more research in the area of cooperative group lessons. We felt we needed more time to generate fun cooperative learning group activities where the students were engaged in more hands-on activities while working together. During the student interviews, we asked in what ways has your attitude about working in cooperative learning groups changed during this period? Student A: I prefer to do it more often because it is better to talk to someone to work it out. Student B: Get to meet new people, get to learn what theyre about. Student C: Better as we went then at the beginning when I was unsure of our group. Student D; I had a good group but then I was moved into a group that wasnt as cooperative Student E: My attitude has not changed at all. I asked what does that mean, well I liked them before and I still like them, it helps me learn. Student F: Learn to communicate with others. The responses overall were positive toward cooperative learning groups. Although the results were positive by students the

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assessment results did not show great gains. Developing interactive cooperative learning group lessons and creating groups that can work together are areas we will continue to work on in future lessons. We saw the benefit that a group setting can have for students through observations as well as student interview responses.

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Conclusions In completion of our action research, we found out that our results are to be of mixed findings for each of our research questions. There was evidence in our observations that showed students used precise fraction vocabulary when communicating orally, yet students still struggled to complete their mathematical thoughts in student work. We observed that some students (Students A, B, D, and E) made gains involving their explanations, oral presentations, and conceptual understanding, yet other students such as Students C, F,G and H showed no particular gains in the their explanations, oral presentations, and conceptual understanding of the fraction concept. Gillies (2002) cooperative learning group research found that trained groups of students expressed themselves more frequently and used more words per turn than untrained peers. In reference to our third research question, what happens to our mathematics teaching when we focus on precise mathematical vocabulary, communication, and cooperative learning in mathematics class related to fractions, we saw there was a need to incorporated more enjoyment, more fun activities and needed more time to generate fun cooperative learning group activities where the students were engaged in more hands-on activities while working together.

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The student interviews allowed for a direct approach into the participants understanding of mathematics and their beliefs about mathematics. Do the students really understand the concept as well as the teacher believed them to understand the concept? The student work provided a concrete example of a students knowledge on a given fraction concept. If a students work was not adequate, what questioning techniques and vocabulary need to be revisited to help in the students exploration of the fraction concept with emphasis on the conceptual understanding of the fraction concept?

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References

Gillies, R. M. (2002). The residual effects of cooperative learning experiences: A two-year follow-up. The Journal of Educational Research, 96(1), 15-20. Falle, J. (2002). Let's talk maths: A model for teaching to reveal student understandings. Australian Senior Mathematics Journal, 18(2), 17-27. Lopata, C., Miller, K., & Miller, R. (2003). Survey of actual and preferred use of cooperative learning among exemplar teachers. The Journal of Educational Research, 96(4), 232239. Reinhart, S. (2000). Never say anything a kid can say! Mathematics Teaching in the Middle School, 5(8), 478-483. Rubenstein, R. N. (2000). Word origins: Building communication connections. Mathematics Teaching in the Middle School, 5(8), 493-498. Wiebe-Berry, R. A., & Kim, N. (2008). Exploring teacher talk during mathematics instruction in an inclusion classroom. Journal of Educational Research, 101(6), 363-378. Cooperative Learning: Teaching Strategy (Grades K-12) TeacherVision.com http://www.teachervision.fen.com/prodev/cooperative-learning/48531.html

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Cooperative Learning Resource http://www.teachervision.fen.com/cooperativelearning/resource/48649.html Cooperative Learning Activities http://sommermitchell.tripod.com/bestpracticesinsocialstudi eseducation/id3.html Paraphrase Passport - Cooperative Group Work https://sites.google.com/a/jefftwp.org/groups/the-planningsteps/positive-interdependence/paraphrase-passport

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Appendix A (Used as Pre-Survey and Post Survey) Student Survey: The purpose of this survey is to find out your feelings of working in a group, communicating in mathematics, and your understanding of fractions. For the following questions (1-20) please CHECK one of the following: I strongly agree, I agree, neutral, I disagree, or I strongly disagree for each of the questions listed below. Give your honest response to each statement. 1. I like math. 2. I am good at math. 3. I understand vocabulary words in math. 4. Knowing vocabulary helps me understand math more. 5. I like writing in math. 6. The writing we do in math helps me understand math more. 7. I like speaking in front of other students. 8. I am able to verbalize my mathematical thoughts on fractions to others. 9. I am able to describe my mathematical thoughts on fractions in writing? 10. I have a strong understanding of fractions. 11. It is frustrating when I dont know how to explain my mathematical thinking 12. When I am struggling with a math problem, it is easy for me to ask for help. 13. I enjoy working in a cooperative learning group. 14. I can explain a math problem to a student who missed the fraction math lesson. 15. I think I learn a lot when I participate in a discussion with other students. 16. Being able to share ideas with others increases my understanding of the fraction topic. 17. When individuals share math ideas, the whole class benefits and learn. 18. I think it is important to be able to communicate math ideas with others. 19. I am comfortable in sharing my mathematical ideas in groups of 2-4 persons. 20. I am comfortable in sharing my mathematical ideas to the whole class.
Item no. SA A N DA SDA

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

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Appendix B (Used as Pre Test and Post Test)

Bicol University Tabaco Campus Tayhi, Tabaco City

PRE-TEST
Directions: Answer the following problems. Use another sheet for the solution and answer.

I. 1. 2. 3. 4. 5. 6. 7. II. 1. 2. 3. 4. 5. 6. 7. 8. III.

Find the lowest term of the following:

Perform the indicated operations.

Define the following terms in your own terms.

1. Numerator 2. Fraction 3. Denominator 4. Mixed number 5. Improper fraction 6. Lowest terms 7. Least common multiple 8. Greatest common factor 9. Reciprocal 10. Simplify

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Appendix C: Student interview questions: 1. Do you feel that you understand math? Why do you think that? 2. When you feel like you do not understand a math concept, what makes it difficult to understand? 3. Do you feel that when you use or hear correct math vocabulary it helps in your understanding/ communicating of math? Why or why not? 4. How did cooperative learning groups make a difference in your ability to explain your thinking in your math solutions? Why or why not? 5. What cooperative learning group task was most beneficial to you in learning math concepts? 6. In what ways has your attitude about working in cooperative learning groups changed during this unit? 7. What advice would you give to other seventh grade students about cooperative learning groups? 8. Name top three reasons why communication is important in mathematics? 9. How did cooperative learning groups and communication lessons make a difference in your ability to explain your thinking in your solution? 10. Do you like presenting math solutions to the class? Why or why not? 11. What does it look like when you justify your answers on a math problem? 12. How successful do you feel about using math skills in and out of class? 13. Give an example of how you use math outside of class. 14. What do you think about when your teacher asks questions during math class? 15. Why is it important to know the meanings of vocabulary words you see in math? 16. Has your attitude about communicating in math class changed during this unit? 17. What do you learn by watching and listening to others' explanations of math problems? 18. Does working in groups help you become a better math communicator? 19. Describe how you would explain a problem to a student who was absent from math?

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Appendix D STUDENTS WRITTEN EXPLANATION

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Appendix E Documentation