Análisis económico del molde de compresión

Each of these nine interventions was planned as a cycle of action research. The outcome of the previous intervention gave a focus for the next one and the learning objectives and the tasks were planned with the aim of meeting the new desired outcome. Each intervention was tailored to the needs of the group, which included covering the skills and content required for the GCSE exam. These interventions took place over an eighteen-month period. In between these nine key interventions, I continued to teach the group for four hours per week. During this time, I also made use of split-screen objectives with a similar focus to the interventions, mostly in line with ‘being stuck’.

The table below summarises the key findings from each action research cycle or intervention.

152 Action research cycle/ intervention Key findings 1 Plotting coordinates

In this cycle, I learnt that making use of the split-screen learning objectives could focus the learners’ attention on specific skills. In this case, learners changed the way they behaved when they needed support. I found that this intervention was missing applications to real-life, something that I prioritised when planning the next action research cycle.

2 Planning a trip In this cycle, I learnt that learners often do not notice when they are using mathematics in real-life scenarios. I also discovered that many of the learners lacked perseverance when they became stuck; one setback could result in them not wanting to continue the task. This is something that I aimed to address in the next action research cycle.

3 Drawing straight line graphs

In this cycle I learnt that the careful use of scaffolding can support learners to develop their noticing skills and perseverance. By having to think about the technique and how to apply it independently, there appeared to be a positive impact on their ability to answer GCSE questions. One of the key concepts I wanted to explore in the next action research cycle was the use of scaffolding to support the learner whilst carrying out an

investigation. 4 Investigating

straight line graphs

In this cycle, I learnt that scaffolding can help keep the learners engaged in an investigation. When the scaffolding was removed in

153

the second task, the learners lost engagement in the task. Although it appeared that they were unsure what to do, this was not the case. Discussion revealed that the learners did know what they had to do but lacked confidence in their own ability. In the next action

research cycle, one of the aims will be to look at ways of increasing levels of self-efficacy.

5 The data handling cycle

In this action research cycle I learnt that working in pairs can support the increase levels of self-efficacy when learners are able to support each other but once they encounter difficulties they quickly lose the motivation to continue the task. For this reason, I decided that during the next intervention cycle there would be an element of choice as what techniques learners could use to solve the problem. 6 Statistical

investigation

In this action research cycle I learnt that making use of low threshold/high ceiling tasks that allow learners to select their own success criteria , giving them the choice over which techniques to use, can help increase their confidence. However, it does give them the opportunity to avoid anything that may move them into the Growth zone. For the next action research I decided to use a similar idea to this cycle but without the opportunity for learners to avoid techniques they found challenging.

7 Exploring the number grid

In this action research cycle I learnt that by constantly reminding the learner about the Stuck Poster they were starting to refer to it automatically to support them when stuck. My focus now moved onto a small group of girls who were achieving significantly lower in mathematics compared to their other, essay-based subjects. I

154

needed to find another way of increasing their self-efficacy in mathematics.

8 The history of mathematics

In this action research cycle I learnt that for some students, making use of skills they could successfully apply in other subjects could help with the learning of a mathematical topic, in this case, by researching a topics and presenting it in the form of an essay. As a result of this task, the learners involved could confidently use the mathematical skill learnt to solve exam style questions. For the next action research cycle, I wanted them to use their newly found confidence to solve multi-step problems.

9 Real life problems

In this last action research cycle I learnt that by persevering as a teacher and continually encouraging the learner to read the question carefully and checking their answer is of a sensible size, their

confidence and ability in carrying out multi-step question can grow.

Figure 20: Summary of the findings from each action research cycle.

Having now reported on what I observed during the intervention, the next section will report on the key points of the discussions that took place with students during the period of the action research project.

155