Title of Presentation or Performance
Using Mobymax to Differentiate Elementary Mathematics Instruction
Submission Type
Event
Expected Graduation Date
2014
Location
Ames Library, Illinois Wesleyan University
Start Date
4-11-2014 4:00 PM
End Date
4-11-2014 5:00 PM
Disciplines
Education
Abstract
Using technology as a tool to differentiate instruction in a classroom meets the needs of many students by increasing interest and motivation and connecting the students to the material (Morgan, 2014). The purpose of my self-study is to determine the benefits of using technology as a tool in differentiating mathematics instruction. I implemented MobyMax, an online intervention program with progress monitoring, into a 4th grade classroom every day for three weeks. MobyMax provides differentiated curriculum based on a test each student takes at the beginning and a series of ability level dependent assessments students take throughout the year. The students worked on the program for a minimum of 20 minutes of mathematics instruction everyday during school, and if possible, at home. I wrote field notes about six specific students, noted the numbers of correct problems that all students completed in a week, and collected other quantitative data recorded by MobyMax. I quantitatively analyzed these data sets to show that students met the Common Core Math State Standards that they had not previously mastered.
Included in
Using Mobymax to Differentiate Elementary Mathematics Instruction
Ames Library, Illinois Wesleyan University
Using technology as a tool to differentiate instruction in a classroom meets the needs of many students by increasing interest and motivation and connecting the students to the material (Morgan, 2014). The purpose of my self-study is to determine the benefits of using technology as a tool in differentiating mathematics instruction. I implemented MobyMax, an online intervention program with progress monitoring, into a 4th grade classroom every day for three weeks. MobyMax provides differentiated curriculum based on a test each student takes at the beginning and a series of ability level dependent assessments students take throughout the year. The students worked on the program for a minimum of 20 minutes of mathematics instruction everyday during school, and if possible, at home. I wrote field notes about six specific students, noted the numbers of correct problems that all students completed in a week, and collected other quantitative data recorded by MobyMax. I quantitatively analyzed these data sets to show that students met the Common Core Math State Standards that they had not previously mastered.