The Math in the Middle Institute is a 2-year, 12-course graduate program designed for middle level mathematics teachers. Participants took 7 mathematics courses, 1 statistics course, 3 education courses, and one integrated (math/education) capstone course. When we designed the Math in the Middle Institute courses, we planned for teachers to plan and conduct an action research projects in their own classrooms during their second year participating in Math in the Middle. Somewhat to our surprise, the action research project has had a disproportionately large impact on teachers and their teaching practices, as well as some of the beliefs about mathematics teaching and learning. We see planning and conducting action research as a way to help teachers embrace inquiry as stance (Cochran –Smith & Lytle, 2009): constantly asking questions and seeking answers while reflecting on one's own teaching practices and beliefs. The action research projects on this page are drawn from Math in the Middle participants from 2004 through 2011 (six separate cohorts of teachers).
Action Research Projects
Partial fulfillment of TEAC 888, Teacher as Scholarly Practitioner
from the Department of Teaching, Learning, and Teacher Education
University of Nebraska-Lincoln
The requirements for the written product of teachers' action research projects differ for participants seeking MA and MAT degrees.
For those seeking MA degrees, the product of a teacher's action research is called a Summative Project and this, along with a Portfolio, are the requirements of the MA master's degree. The Summative Project for a MA degree is expected to be more in depth than an Action Research Report for a MAT degree with regard to the data analysis, discussion of findings, and conclusions sections and is, therefore, typically longer in length than MAT Action Research Reports.
For those seeking MAT degrees, the Action Research Report is only one component of the MAT master's degree exam, the rest of which is comprised of mathematics questions, including an expository paper.
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| Author | Title | Documents (PDF) | |
| Ali Arndt | Problems With Problem Solving: Assessing Written Solutions of Mind Problems | Abstract | Full Document |
| Deb Borgelt | Strategies and Precise Vocabulary Knowledge: Exploring the Relationships Among Mathematics Vocabulary, Problem Solving, and Conf | Abstract | Full Document |
| Myrna Bornemeier | Greater Understanding Through Improved Homework Justificatino | Abstract | Full Document |
| Joan Brethouwer | Vocabulary Instruction as a Tool for Helping Students of Diverse Backgrounds and Ability Levels to Understand Mathematical Conce | Abstract | Full Document |
| Carol Brown | It Is Not Just the Solution Anymore | Abstract | Full Document |
| Michael Cobelens | Student Problem Solving | Abstract | Full Document |
| Kathy DeLashmutt | A Study of the Role of Mnemonics in Learning Mathematics | Abstract | Full Document |
| Scott Eckman | Summarization in Math Class | Abstract | Full Document |
| Bryan Engelker | The Effects of Student Journals And Group Work on Students' Attitudes in Math | Abstract | Full Document |
| Rachel Bunnett Fellows | Writing in the Mathematics Classroom: Does It Have an Effect on Students' Mathematical Reasoning? | Abstract | Full Document |
| Mindy Fichtner | Strengthening Student Understanding by Implementing Rubrics to Provide Effective Feedback | Abstract | Full Document |
| Michael Ford | Oral Presentations: Exploring presentations of homework problems as alternative assessment tools | Abstract | Full Document |
| Garold Furse | The Role of Habits-of-Mind Problems, Student Self-Assessments and Self Reflections in a 6th Grade Math Class | Abstract | Full Document |
| Kelly Georgius | Improving Communication about Mathematics through Vocabulary and Writing | Abstract | Full Document |
| Marilyn Hein | Homework: Reviewing, Rethinking and Revising the Expectations of a Seventh Grade Math Class and their Teacher | Abstract | Full Document |
| Lisa Henjes | The Use of Think-Aloud Strategies to Solve Word Problems | Abstract | Full Document |
| Karen Hillen | Discourse and Cooperative Learning in the Math Classroom | Abstract | Full Document |
| Shayne Hite | Improving Problem Solving by Improving Reading Skills | Abstract | Full Document |
| Natalie Jenkins | Factors that Influence Mathematics Attitudes | Abstract | Full Document |
| Megan Kelly | A Study of Written Communication: Showing Your Steps | Abstract | Full Document |
| Jill Kranda | Precise Mathematical Language: Exploring the Relationship Between Student Vocabulary Understanding and Student Achievement | Abstract | Full Document |
| Julie M. Kreizel | Developing Habits of Mind | Abstract | Full Document |
| Michelle Lembke | The Effect of Staff Development on Teacher Practice | Abstract | Full Document |
| Gretchen Long | Creating Meaningful Homework and Implementing Homework Presentations to Aid in Mathematics Instruction | Abstract | Full Document |
| Corie Lubash | Forgetting to Remember: Formative Assessment in Sixth Grade Mathematics Classroom | Abstract | Full Document |
| Rachelle Mayo | Connections Between Communication | Abstract | Full Document |
| Amy Nebesniak | Using Cooperative Learning to Promote a Problem-Solving Classroom | Abstract | Full Document |
| Laura Parn | An In-Depth Study of Student Engagement | Abstract | Full Document |
| Lori Pierce | Roller Coasters and Mathematics: A look into project based instruction | Abstract | Full Document |
| Bradley Piper | Attitudes, Confidence, and Achievement of High-Ability Fifth Grade Math Students | Abstract | Full Document |
| Janet Schlatmann | Improving Mathematics Problem Solving Through Written Explanations | Abstract | Full Document |
| Cathy Schultz | Mathematical Communication and Achievement Through Journal Writing | Abstract | Full Document |
| Karen Schur | Building Math Esteem in Fifth Grade Students | Abstract | Full Document |
| Tara Schwanebeck | A Study of the Summarization of Word Problems | Abstract | Full Document |
| Toni Scusa | Five Processes of Mathematical Thinking | Abstract | Full Document |
| Dot Snesrud | Here is the Plan: So What is the Question? | Abstract | Full Document |
| Amanda Stark | Writing Relevant Word Problems: Seeking to Increase Student Mathematical Achievement | Abstract | Full Document |
| Geri Steinbrink | Reading Mathematics | Abstract | Full Document |
| Danielle Swanson | Math Anxiety: What can teachers do to help their students overcome the feeling? | Abstract | Full Document |
| Cara Walz | Journal Writing in Mathematics: Exploring the Connections between Math Journals and the Completion of Homework Assignments | Abstract | Full Document |
| Andrea Weins | An Investigation into Careless Errors Made by 7th Grade Mathematics Students | Abstract | Full Document |
| Amy Wilson | Mathematical Communication Within a Daily Small-Group Learning Environment | Abstract | Full Document |
| Lori Ziemba | Increasing Student Confidence and Knowledge through Student Presentations | Abstract | Full Document |
| Author | Title | Documents (PDF) | |
| Val Adams | Building Confidence in Low Achievers through Building Mathematics Vocabulary | Abstract | Full Document |
| Stacey Aldag | Pre-Reading Mathematics Empowers Students | Abstract | Full Document |
| Julane Amen | Using Math Vocabulary Building to Increase Problem Solving Abilities in a 5th Grade Classroom | Abstract | Full Document |
| Teena Andersen | Cooperative Learning in the Mathematics Classroom | Abstract | Full Document |
| Anna Anderson | An Uphill Battle: Incorporating cooperative learning using a largely individualized curriculum | Abstract | Full Document |
| Delise Andrews | Departmentalization in the 5th Grade Classroom. Rethinking the Elementary School Model | Abstract | Full Document |
| Tanya Archie | Impacts of Cooperative Learning Groups Experiences and Journaling on Conceptual Understanding in an Eighth Grade Pre-Algebra Class | Abstract | Full Document |
| Pamela Arvie | Differentiating Instruction Using Students' Learning Styles | Abstract | Full Document |
| Vicki Barry | Using Descriptive Feedback In a Sixth Grade Mathematics Classroom | Abstract | Full Document |
| Jay Beyer | Expository Writing in Mathematical Thinking: Reasoning and Proof to Communicate Story Problem Solutions | Abstract | Full Document |
| Kathy Bohac | Increasing Algebraic Concepts in Fifth Grade Mathematics | Abstract | Full Document |
| Michael Bomar | Real Life Problem Solving in Eighth Grade Mathematics | Abstract | Full Document |
| Tricia Buchanan | The Importance of Teaching Students How to Read to Comprehend Mathematical Language | Abstract | Full Document |
| Amy Bystrom | The Impact of Daily Multiplication Fact Review | Abstract | Full Document |
| Connie Colton | Justifying Answers and Providing Explanations for Mathematical Thinking: The Impact on Student Learning in a Middle-School Classroom | Abstract | Full Document |
| Dean Davis | Cooperative Learning Groups in the Eighth Grade Math Classroom | Abstract | Full Document |
| Sandy Dean | Using Non-Traditional Activities to Enhance Mathematical Connections | Abstract | Full Document |
| Pat Derr | Solving Problems Together | Abstract | Full Document |
| Jonelle Dickmeyer | Cooperative Groups and Student Mastery During Problem Solving | Abstract | Full Document |
| Jill Edgren | Producing More Problem Solving by Emphasizing Vocabulary | Abstract | Full Document |
| Gary Eisenhauer | Cooperative Learning as an Effective Way to Interact | Abstract | Full Document |
| Monte Else | Reading as a Learning Strategy for Mathematics | Abstract | Full Document |
| Jodie Emerson | Connections Made through Higher Level Questioning | Abstract | Full Document |
| Alisa Favinger | Investigating Mathematical Classroom Habits for Habit of the Mind Problems | Abstract | Full Document |
| Diana French | Daily Problem Solving Warm-ups: Harboring Mathematical Thinking in the Middle School Classroom | Abstract | Full Document |
| Jessica Fricke | Generating Interest in Mathematics through Discussion in the Middle School Classroom | Abstract | Full Document |
| Jeremy Fries | Holding Students Accountable Daily | Abstract | Full Document |
| Stephanie Fuehrer | Writing In Math Class? Written Communication in the Mathematics Classroom | Abstract | Full Document |
| Katie Glacey | A Study of Mathematical Connections through Children's Literature in a Fifth- and Sixth-Grade Classroom | Abstract | Full Document |
| Doug Glasshoff | Student Transition to College | Abstract | Full Document |
| Michaela Goracke | Exploring the use of manipulatives in Eighth grade mathematics | Abstract | Full Document |
| Amy S. Gordon | Cooperative Groups in Eighth Grade Math | Abstract | Full Document |
| Marlene Grayer | Reasonable or Not? A Study of the Use of Teacher Questioning to Promote Reasonable Mathematical Answers From Sixth Grade Students | Abstract | Full Document |
| Kyla Hall | Perceptions of Math Homework: Exploring the Connections between Written Explanations and Oral Presentations and the Influence on | Abstract | Full Document |
| Thomas Harrington | "Let's Review." A Look at the Effects of Re-teaching Basic Mathematic Skills | Abstract | Full Document |
| Patty A. Hastings | On the FASTT Road to Mathematical Success | Abstract | Full Document |
| Kacy Heiser | Homework Presentations: Are They Worth the Time? | Abstract | Full Document |
| Cole Hilker | Reduce Late Assignments through Classroom Presentations | Abstract | Full Document |
| Kim Hirschfeld-Cotton | Mathematical Communication, Conceptual Understanding, and Students' Attitudes Toward Mathematics | Abstract | Full Document |
| Julie Hoaglund | Enhancing Thinking Skills: Will Daily Problem Solving Activities Help? | Abstract | Full Document |
| Paula Jakopovic | Teacher Attitudes on Integrating Technology in Elementary Curriculum | Abstract | Full Document |
| Scott Johnsen | Improving Achievement and Attitude Through Cooperative Learning in Math Class | Abstract | Full Document |
| Brian Johnson | Oral Communication and Presentations in Mathematics | Abstract | Full Document |
| Kristin Johnson & Anne Schmidt | The Effects of Teaching Problem Solving Strategies to Low Achieving Students | Abstract | Full Document |
| Emy Jones | Can homework become more meaningful with the inclusion of oral presentations? | Abstract | Full Document |
| Darla Kelberlau-Berks | The Effects of Self-Assessment on Student Learning | Abstract | Full Document |
| Mary Elizabeth Kilnoski | Supporting Bilingual Learners to Communicate Mathematically | Abstract | Full Document |
| Kesha King | Talking Mathematics in a Sixth Grade Classroom | Abstract | Full Document |
| Brian Kohlhaas | A Study of Problem-Based Learning in a Middle Level Classroom | Abstract | Full Document |
| Jessica Korth | Proportional Reasoning | Abstract | Full Document |
| Kelly LaFleur | Attitudes and Participation in Gender Specific Math Classrooms | Abstract | Full Document |
| Philip LaFleur | Peer Tutoring: Student Achievement, Confidence and the Teacher's Role | Abstract | Full Document |
| Sarah Larson | A Study of the Impact of Homework Influenced by Students Attitudes and Interests in a Sixth Grade Mathematics Classroom | Abstract | Full Document |
| Chad Larson | The Importance of Vocabulary Instruction in Everyday Mathematics | Abstract | Full Document |
| Emily Lashley | Confidence in Communication: Can My Whole Class Achieve This? | Abstract | Full Document |
| Susan Leavitt | Interactive Problem Solving: Incorporating Interactive Whiteboard Technology with Problem Solving in the Math Classroom | Abstract | Full Document |
| Dianne Lee | The Implications of Number Sense on the Mastery of Addition and Subtraction Concepts | Abstract | Full Document |
| Stacie Leffer | Writing in a Mathematics Classroom: A Form of Communication and Reflection | Abstract | Full Document |
| Michelle Looky | Meaningful Independent Practice in Mathematics | Abstract | Full Document |
| Tiffany Lothrop | Math in the George Middle School | Abstract | Full Document |
| Jocelyn Masasi | Motivating Students through Conceptual Teaching | Abstract | Full Document |
| Sheila McCartney | Making Better Problem Solvers through Oral and Written Communication | Abstract | Full Document |
| Micki McConnell | Exploring the Influence of Vocabulary Instruction on Students? Understanding of Mathematical Concepts | Abstract | Full Document |
| Carmen Melliger | Understanding the Mathematical Language | Abstract | Full Document |
| Linda Moore | Writing for Understanding in Math Class | Abstract | Full Document |
| Shawn Mousel | Bad Medicine: Homework or Headache? Responsibility and Accountability for Middle Level Mathematics Students | Abstract | Full Document |
| Ryon Nilson | Student Understanding and Achievement When Focusing on Peer-led Reviews | Abstract | Full Document |
| Joseph Nuss | Using the Balance Model to Increase Students' Understanding of Algebraic Story Problems with One Variable | Abstract | Full Document |
| Loretta Ohnemus | Mathematical Literacy: Journal Writing to Learn Problem Solving | Abstract | Full Document |
| Marcia Ostmeyer | Students Writing Original Word Problems | Abstract | Full Document |
| Katie Pease | Using Relearning Groups to Help All Students Understand Learning Objectives Before Tests | Abstract | Full Document |
| Jim Pfeiffer | Self-Directed Learning in the Middle School Classroom | Abstract | Full Document |
| Maggie Pickering | Cooperative Grouping Working on Mathematics Homework | Abstract | Full Document |
| Kyle Poore | How to Better Prepare for Assessment and Create a More Technologically Advanced Classroom | Abstract | Full Document |
| Shelley Poore | Cooperative Learning in Relation to Problem Solving in the Mathematics Classroom | Abstract | Full Document |
| Jennie Premer | Talking the Talk: A Study of Communication Techniques Designed to Emphasize Self-Regulation in an Eighth Grade Mathematics Classroom | Abstract | Full Document |
| Jeremy Renfro | How Student Self-Assessment Influences Mastery Of Objectives | Abstract | Full Document |
| Edie Ronhovde | Making Sense of Word Problems | Abstract | Full Document |
| Lindsey Sample | Oral and Written Communication in Classroom Mathematics | Abstract | Full Document |
| Daniel Schaben | Improving Student Engagement and Verbal Behavior through Cooperative Learning | Abstract | Full Document |
| Mary Schneider | Written Communication in a Sixth-Grade Mathematics Classroom | Abstract | Full Document |
| Valerie Schovanec | Questioning Effective Professional Development on Questioning | Abstract | Full Document |
| Amy Schutz | Oral Presentation: Exploring Oral Presentations of Homework Problems as a Means of Assessing Homework | Abstract | Full Document |
| Bryce Schwanke | RAP (Reasoning and Proof) Journals: I Am Here | Abstract | Full Document |
| Shelly Sehnert | Homework: Is There More To It Than Answers? | Abstract | Full Document |
| Josh Severin | Improving Students' Story Problem Solving Abilities | Abstract | Full Document |
| Christina Sheets | Calculators in the Classroom: Help or Hindrance? | Abstract | Full Document |
| Crystal Lynn Simpson | Investigating Guided Math in Middle School Mathematics Courses | Abstract | Full Document |
| JaLena Slack | Does Decoding Increase Word Problem Solving Skills? | Abstract | Full Document |
| Marcia Smith | Written Solutions of Mathematical Word Problems | Abstract | Full Document |
| Sandi Snyder | Cooperative Learning Groups in the Middle School Mathematics Classroom | Abstract | Full Document |
| Amy Solomon | The Use of Vocabulary in an Eighth Grade Mathematics Classroom: Improving Usage of Mathematics Vocabulary in Oral and Written Communication | Abstract | Full Document |
| Vicki Sorensen | Motivating Middle School Mathematics Students | Abstract | Full Document |
| Cindy Steinkruger | Do Students Progress if They Self-Assess? A Study in Small-Group Work | Abstract | Full Document |
| Shana Streeks | Why Are We Writing? This is Math Class! | Abstract | Full Document |
| Diane Swartzlander | Effects of Self-Assessment on Math Homework | Abstract | Full Document |
| Jessica Thompson | Enhancing Problem Solving Through Math Clubs | Abstract | Full Document |
| Lindsey Thompson | Connections Between Communication | Abstract | Full Document |
| Tina Thompson | Increasing Teacher Involvement with Other Teachers Through Reflective Interaction | Abstract | Full Document |
| Matthew Timm | Using Student Questions and Justifications to Facilitate Meaningful Problem Solving in Second Grade Mathematics | Abstract | Full Document |
| Janet Timoney | Increasing Conceptual Learning through Student Participation | Abstract | Full Document |
| Greg Vanderbeek | Improving the Effectiveness of Independent Practice with Corrective Feedback | Abstract | Full Document |
| Lisa M. Vavra | Homework, Attitude and Achievement in Pre-Algebra: Is There Really a Connection? | Abstract | Full Document |
| Aubrey Weitzenkamp | Rubric Assessment of Mathematical Processes in Homework | Abstract | Full Document |
| Lynn West | Using Physical and Virtual Manipulatives with Eighth Grade Geometry Students | Abstract | Full Document |
| Lexi Wichelt | Communication: A Vital Skill of Mathematics | Abstract | Full Document |
| Leah Wilcox | Calculators in a Middle School Mathematics Classroom: Helpful or Harmful? | Abstract | Full Document |
| Brandee Wilson | Mathematical Communication through Written and Oral Expression | Abstract | Full Document |
| Keri Witherell | Communication of Mathematics Within Cooperative Learning Groups | Abstract | Full Document |
