One of the challenges we have at trying to look at the big picture across terms is that since we changed our measuring device we do not have many measures that we have used every term. We have the Pre-perception, the Pre-Grit, the count of students’ prior developmental math and average grade on those, and their demographic data. The only statistically significant measures we found were that being male has 0.009 sig. value in relation to grade and that average grade prior has a correlation of .000 sig value in relation to grade earned. Based on what we have collected it appears that grade in the previous math classes taken was the highest predictor of course success.
Though our data has not been conclusive, we each still feel like the interventions we are making are impacting our classroom culture in positive ways; therefore, we have decided to enter into another term of research. Winter 2017 we continued using the Grit and Self-Knowledge Surveys, the rubric tasks and, at the community college both instructors decided that they wanted to increase emphasis on mindset throughout the quarter by adding in a free online class for students through youcubed.org.
In terms of data collection, we also are considering trying to find students after the course is over then to ask them to provide a written reflection at the beginning of the next quarter to see if perceptions change once the stress of final grades is gone.
Additional areas we are interested in investigating are what practices are getting in the way of achieving our goals. Areas to consider are:
- Online homework that has “help me solve this” and is primarily procedural.
- Questions that are not open enough to develop rich mathematical ideas; ones that send the message that the students have to follow the steps and repeat someone else’s way of thinking.
- “Rescuing” students, teaching students that they always need to be rescued, that they cannot do it themselves.
