School-Wide Success Using Math & Movement in North Carolina
-
Davidson K-8 School
Public Elementary School
Charlotte-Mecklenburg School District
Davidson, NC
-
Kindergarten through Third Grade Classrooms
School-Wide Study
-
End-of-Year Measure of Academic Progress Scores
Program Evaluation Tools
-
Spring 2017
Final Program Report
Study Focus: Closing Achievement Gaps with Movement-Based Math Tools
Davidson K-8 School had a diverse population of over 700 students. Educators decided to adapt the Math & Movement program to improve students’ mathematical understanding. They wanted to provide continuous and excellent child-centered instruction and improve individual student growth across all demographics and academic levels.
Ms. Maggie Mason, one of the school’s third grade teachers, was inspired to run this study after attending a 6-hour Math & Movement workshop. She applied for a grant, and the school was awarded funds to purchase Math & Movement materials. Ms. Mason helped teachers integrate these materials into daily lessons, math stations, and during transition times in the hallway.
Throughout the school year, they tracked students’ academic progress. The project served mostly third-grade classrooms and several K-2 classrooms. Their goals were to decrease the gap in student achievement of their subgroups, address student weaknesses, build student strengths, and guide every child towards a path of academic success for the next grade level.
Challenges
Solution
- Skip Counting by 2s Mat (0-20 Numberline)
- Skip Counting Mats
- Skip Counting Banners
Approach for Third Grade
Results for Third Grade
The End-of-Year MAPS (Measure of Academic Progress scores) for each Cohort Group of third graders is listed below. The data represents the number of students who met or exceeded their projected RIT score (A RIT score is an estimation of a student’s instructional level and measures student progress or growth).
No Data Found
Approach for K-2
Results for K-2
Key Takeaways from Ms. Mason
First, consistency in using the program is important. Like anything else, students need repeated exposure in how to use the materials to make their own discoveries and connections about number patterns and relationships throughout the school year. They may use a floor mat for skip counting one time but later recognize division equations or place value patterns.
Second, this program is for everyone - students who dislike math, love math, are less confident in math, boys, girls, quick learners, or less focused learners. Every child engages in the program without really thinking they are in math class. The program offers a supplemental and different modality for students to learn mathematics in elementary school.
