The 2004 Recipients of the MSP Action Research Grants
for Teachers |
1. Stella Woo & Miles Kettel - Silva Magnet
HS
Mentor: Dr. Hamide Dogan
Topic: Changing Teaching Technique, Changing Student’s
Math Attitude
Their project will introduce high school freshman and
sophomores to logic and proof theory by using software
called Geometer’s
Sketchpad. Their idea is that implementing technology
into geometry lesson planning will enhance traditional
teaching
methods, and will help students to create visual images
of abstract mathematical concepts. Once students begin
to understand geometry concepts better and experience
success in the course, their attitudes towards mathematics
may
change.
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2. Yogesh Velankar - Americas HS
Mentor: Dr. Mathew Winsor
Topic:
Connected Mathematics
His project investigates whether the Connected Mathematics
curriculum—as
opposed to the traditional mathematics curriculum—will improve students’ conceptual
understanding of math and thus improve their performance on the TAKS test.
The aim of his study is to make students become better thinkers, doers, and
communicators.
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3. Ernie Herrera & Rosa Harding - El Dorado
HS
Mentor: Dr. Milijana Suskavcevic
Topic: The influence of integration of physics concepts
into a biology course
Their project will introduce physics concepts to biology students, in order
to create an interest in physics that will potentially lead to enrollment
in a physics
course. Their goal is to not only present physics concepts in a way that
will promote interest, but also to defeat the misconception that physics
is incomprehensible.
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4. Michael Garcia - Wiggs MS
Mentors: Dr. Sally Blake, Dr. Mourat Tchoshanov
Topic: Investigation of conceptual & procedural-based
curricula among 7th-graders at a predominantly Hispanic
middle school
The purpose of his project is to compare the outcomes
of three different teaching styles: a procedural method,
a conceptual method, and a combination of procedural & conceptual
methods. He will use the concept of integers to compare the teaching styles.
His hypothesis is that the combination of conceptual & procedural methods—that
is, the balanced approach—will lead to the highest achievement on the
end-of-course Algebra exam.
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5. Alex Bustillos & Sue Spotts - Wiggs
MS
Mentors: Dr. Sally Blake, Dr. Mourat Tchoshanov
Topic: The influence of developmental levels of thinking
on understanding of advanced mathematical concepts
Their project will investigate the outcomes of introducing calculus concepts
to middle school students. By introducing calculus concepts to students at an
early age, they hope to increase the number of minority and lower socioeconomic-status
students taking calculus courses in high school.
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6. Luisa Bonilla & Leslie Gardner - El
Dorado HS
Mentor: Dr. Eric Hagedorn
Topic: Creating a scientific community using local ecological
awareness
Their project is concerned with the growing El Paso population—particularly
in the El Dorado community—and the increasing water demands that are
expected to exceed the water supply. Their aim is to educate members of the
community
on these ecological issues by engaging students in the design of a xeriscaped
area within school grounds. The area is designed to be representative of the
local ecosystem; and, it will serve as outdoor classroom where students will
develop critical thinking skills.
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7. Antonio Borunda - Bowie HS
Mentor: Dr. Kastro Hamed
Topic: Development & implementation of a balanced conceptual & procedural
curriculum in algebra classes at a predominantly Hispanic
high school
His project investigates whether 9th-graders’ achievement
on the end-of-course algebra exam can be increased
as a result of using a balanced approach to teaching,
which integrates both conceptual and procedural curricula. He will use the
balanced curricula to introduce concepts including
the
Pythagorean Theorem and algebraic
reasoning to both traditional and ESL classes.
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8. Donna Alford & Patty Benitez - Wiggs
MS
Moises Cortez & Julio Escajeda - Henderson MS
Martha Costanzo - Richardson MS
Rosa Loya - Magoffin MS
Richard O’Malley - Canyon Hills MS
Mentor: Dr. Art Duval
Topic: Investigation of collegial in-school-based professional
development vs. teacher isolation in conceptual mathematics
classes at predominantly Latino middle schools
Their project investigates whether students perform better
in math classes when their teacher is involved with collegial
groups that develop lesson plans together—as
opposed to when their teacher develops lesson plans in isolation. Their hypothesis
is that ‘lesson-study groups’ assist teachers in improving the quality
of their instruction, since they have the opportunity to receive feedback from
their colleagues and develop a shared body of knowledge.
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