Nicole Broadnax and Marilyn Dunn EDEL 529 Data Entry 2: Case Study

Nicole Broadnax and Marilyn Dunn EDEL 529

Data Entry 2: Case Study

Research Question: Does whole class instruction help ELL students increase conceptual knowledge of creating data from surveys and statistics; mean, median, mode and range?

Data Collection: Survey

Student A

AgreeSometimesDisagreeI like math.

XWhen I know what each word means in a math question, it is easier to solve the problem.

XI learn math best when my teacher teaches me in a small group.

X

"Sometimes if I don't understand, then my teacher can teach me at the back.I only get confused sometimes."

Student BAgreeSometimesDisagreeI like math.

XWhen I know what each word means in a math question, it is easier to solve the problem.

XI learn math best when my teacher teaches me in a small group.

X"No, because sometimes if I don't understand, it's only for a little bit. When the teacher does more examples on the board, I understand more. "

Data Collection: Survey

Student CAgreeSometimesDisagreeI like math.

XWhen I know what each word means in a math question, it is easier to solve the problem.

XI learn math best when my teacher teaches me in a small group.

X

"Yes, because the teacher can explain problems I don't get."

Student A QuestionResponseQ&RThink of a time when you had a hard time answering a math problem. Why was it hard for you?"One time, there was a word problem when we learned fractions and I had to simplify, but I forgot and I multiplied"Q&RTell me the steps you would take to solve this problem: Draw a line plot for each data set and identify any outliers. 13, 16, 18, 21, 3,18, 21, 16, 13, 25

"Well, first you would need to draw like a number line-- like this (student draws number line). After that, you need to look at the smallest number and start your line until the biggest number. You just make the number line 10 to 25. Then you write the numbers in the set. Just put a X above each time you see a number in the set. The number that you see is different from every other number is the outlier."

Student BQuestionResponseQ&RThink of a time when you had a hard time answering a math problem. Why was it hard for you?"If the problem has a lot of steps like division, then it is hard for me. Sometimes I forget to check my work."Q&RTell me the steps you would take to solve this problem: Draw a line plot for each data set and identify any outliers. 13, 16, 18, 21, 3,18, 21, 16, 13, 25

"All you need to do is draw a number line starting with the smallest number. Then you put an x above any number you see. The outlier is the number that is different from the others. Sometimes it only has one x and other times it is far from the other numbers. In this problem the answer is 3."

Student C QuestionResponseQ&RThink of a time when you had a hard time answering a math problem. Why was it hard for you?"If I forget the steps to a problem or if I forget what a word means and what to do it's hard for me."Q&RTell me the steps you would take to solve this problem: Draw a line plot for each data set and identify any outliers. 13, 16, 18, 25, 3,18, 21, 16, 13, 25

"First I would make a line and put the numbers under the line. Then-- (student pauses) I would put a X on top of each number, how many times you see it. The number that is very different is the outlier, so the outlier is-- 3."

Student A

Student B

Student C

Evaluation of Vocabulary