Action Research on the Benefits of

Text Structures and Supports Strategy for

Teaching Mathematics

For EDTP639
Eva Garin, Professor

By
Jane Beck

Action Research on the Benefits of

Text Structures and Supports Strategy for Teaching Mathematics

Part I Introduction
Background/Context:
Mathematical instruction is fraught with peril from the studentperceived lack of life-applicability to the reputation of girls not being as
successful at math as their male peers. No one hears about Social Studies
Confidence or even Language Arts Confidence, but many in the world of
education try to measure Mathematical Confidence. The stumbling blocks to
learning math are varied and include the multi-layered symbolic vocabulary
necessary, the spatial, visualizing of three dimensional objects that is
necessary and the creation of real-life meaning from abstract words and
symbols.
Typical of math classes is the students excessive eagerness to master
whatever algorithm the teacher gives for the day and to begin practice
(typically in an effort to finish homework in class). The resultant problem is
that math becomes no more than a series of unrelated algorithms and Math
Confidence and problem-solving ability wanes. Students listen attentively in
class for how to solve the problems the teacher is showing them or they
jump to the problem set in the textbook and try to re-create the teachers
perceived methodology. There is no reading the context for the problem set

in the textbook, no reading the examples step by step, questioning and

critically thinking why the steps are taken in an effort to generate a solution
because the students goal is to finish as quickly as possible.
The purpose of this study on the topic of mathematical literacy is to
determine the effectiveness of the implementation of the Text Structures and
Supports (TSS) reading strategy (Allen, 2004).
The significance of the lack of mathematical literacy as well as student
hastiness cannot be underestimated. Students come home to attempt their
homework and find themselves lost, unable to recall how the teacher came
up with the correct answers and, more importantly, unable to be
independent readers so that they can understand for themselves how to
solve the math problems assigned. Even if the problem solutions do appear
easy to the homework-laden student, over time, the students lack of
understanding of the context will manifest itself as abstract concepts
transition into word problems and also as algorithms are required in a
multilayered process where a strong foundation of comprehension is
essential.
How will the use of Text Structure and Support Templates enable
students to understand the context for their learning, thereby improving their
unit test scores?
How will the use of Text Structure and Support Templates affect the
students Math Confidence?

How would utilizing Text Structure and Support Templates affect the
students ability to complete their homework?
Part II: Literature Review
The research shows that reading in the context of mathematics is
problematic. Even students with high ACT mathematics and high ACT
reading comprehension test scores who exhibited much of the constructively
responsive reading of good readers as described in the reading
comprehension research literature, were not effective readers of their
mathematics textbooks (Shepherd, Selden, & Selden, 2012). In a math
classroom the student does not typically refer to a variety of texts as in an
English class where many different types of prose are reviewed and
connections made. The ability to independently read and make meaning
from often the only book the student will use, even their math textbook,
cannot be overemphasized. It is possible to think that mathematics and
reading are two separate disciplines; however,
mathematicians use language to make sense of new information,
develop new ideas, and organize their understanding of the
relationships among these, as well as communicate their
understanding. Essentially, the use of language is integrally involved in
the development of concepts and relationships and in our
understanding of the world around us (Vygotsky, 1962 as cited in

Adams, 2010). Without language we would not have mathematics.

(Adams, 2010, p. 1)
Literacy strategies can enhance learning in two ways. They can be used to
increase student opportunities to focus on and practice procedures,
increasing awareness of these, and providing additional opportunities to
rehearse material to be learned (Adams, 2010). Clearly, research shows that
students need literacy strategies to make meaning of the verbiage of
mathematics.
The fact that students often rush through problems or read the words
but do not fully comprehend the subject is undeniable. In a study of the
methods students use to read math textbooks, Massey and Riley (2013)
stated that their research subject skimmed or skipped the explanations in
the text, opting instead to work all the homework problems himself. In my
experience teaching math, the tendency to get the problems done without
really placing them in context, requires intervention by text supports of some
sort. Reading of sentences in mathematics might cause difficulties due to a
lack of concentration by the pupil. Concentration on the task at hand is very
important and the teacher needs to assist pupils to comprehend what is
read (Ediger, 2002, p. 4). Focusing attention in this manner can be
accomplished by utilizing Text Structure and Support Templates, which will
force the student to zero in on the meaning of what they are reading.

The research is also clear that the need to develop a purpose for
reading math text is critical to mastering the concepts taught and developing
the ability to solve higher-level problems; text supports help provide such a
purpose, focus the readers attention and provide necessary information.
When students take the time up-front to determine what the textbook
section is about they can anticipate and connect prior learning to the subject
at hand. (Allen, 2004).
Essential for active comprehension is purpose for reading because it is
the reading purpose that activates relevant background knowledge
(McKenna & Robinson as cited in Musthafa, 1996); and background
knowledge, in turn, helps create reasons for learning (Marshall, as cited
in Musthafa, 1996). The availability of clear purpose for reading is vital
for learning to happen because, depending on the reading purpose,
learners' attention is directed differently. Given this generalization, the
teacher needs to make sure that learners have clear purposes for
reading before getting them involved in reading activities (Musthafa,
1996, pp. 16)
Research shows the need for purpose and the use of Text Structures and
Supports can provide a strategy for doing so.
Some of the most recent research related to this study is the effect of
Math Confidence (defined as the students perceived ability to learn/do
mathematics) on student achievement or in the case of the research done by

Wang (2014), the detrimental effect of Math Anxiety (the opposite of

confidence) which impairs performance in mathematics. In his study, Wang
finds that students who exhibit negative affects such as anxiety, fear, etc. in
connection to solving math problems, show profound cognitive difficulties.
The introduction of Text Structures and Supports may help mitigate these
negative effects for students prone to Math Anxiety and in this way heighten
the students Math Confidence. Many researchers believe in the role of active
learning environments which could include such strategies as TSS in
reshaping students perception of and emotions about mathematics (Dogan,
H., 2012).
Part III Methodology
In order to acquire the data necessary to complete this study, two
classes will be examined or at least two groups of students (of no less than
10 students at a time for a large enough sample) all at the same academic
level (merit, honors or accelerated). If classrooms are leveled then individual
classes could be used; if classes are of mixed ability level, then for
consistency of the trial group, students will need to be of similar ability
levels. Group A will be the control group and be given instruction/homework
without utilizing TSS strategy. By comparison, Group B will be shown how to
use TSS templates and asked to complete them at the beginning of each
topic studied/chapter section.

Qualitative and quantitative data will be collected during two 4-5 week
units of math in order to determine answers to the questions posed by this
action research study. Group As data will be compared as the control to
Group Bs data. By collecting this qualitative and quantitative data, it will
become clear if the use of Text Structure and Support Templates enables
students to better understand the context for their learning, thereby
increasing their academic achievement, their Math Confidence and their
ability to independently complete their homework.
For qualitative data, first-person interviews will be conducted with 5 or
6 randomly chosen students and used for evaluation after each unit of study
(every 4-5 weeks).
Interview questions
1. Give an example of how the use of Text Structure and Support
templates (TSS) helped you focus on the important concepts for each
chapter section?
2. How did using the TSS template help you complete your homework?
3. What did you learn about the background or context of the problem-set
for the chapter section?
4. In what way(s) did the TSS template help you gain a greater
understanding of how the problems in this unit were connected one to
another?
The quantitative data will include:

2 Unit test scores (measuring achievement)

Unit homework-completeness score (not accuracy of answers)

will be tallied at the end of each unit. Homework will be
recorded in the grade book, each time it is assigned, on a one to
three scale with three being all problems completed, 2 for most
problems completed and all attempted and one being given for

homework barely attempted.

Likert Survey measuring Math Confidence given at the beginning
of each unit and at its completion (see below).

Mathematical Confidence Survey

1
2
3
4
5
6
7

Question
Math is easy to understand.
I fear math.
Math is simply a bunch of
procedures to follow.
I often feel lost when I get home
and begin my math homework.
I believe I can learn and
understand math.
Math is a tool used to solve
problems and find solutions.
My experience with math has
been mostly positive.

Strong
ly
Disagr
ee

Somew
hat
Disagre
e

Neutr
al

Somew
hat
Agree

Strong
ly
Agree

References
Adams, A. (2010). Rehearsal or reorganization two patterns of literacy
strategy use in secondary mathematics classes. Montana Mathematics
Enthusiast, 7(2/3), 371-390. Retrieved from http://www.math.umt.edu/tmme/
Allen, J. (2004). Tools for Teaching Content Literacy. Portland: Stenhouse.
Dogan, H. (2012). Emotion, confidence, perception and expectation case of
mathematics. International Journal Of Science & Mathematics Education, 10,
49-69. doi:10.1007/s10763-011-9277-0
Ediger, M. (2002). Reading, mathematics, and thought. Retrieved from ERIC
database. (ED471838)

Kirsch, I. S., & Mosenthal, P. B. (1993). Strategies for solving math document
problems. Journal of Reading, 36(6), 498-501. Retrieved from
http://www.reading.org/general/publications/Journals.aspx
Massey, D., & Riley, L. (2013). Reading math textbooks: an algebra teachers
patterns of thinking. Journal of Adolescent & Adult Literacy, 56(7), 577-586.
Retrieved from http://www.reading.org/general/publications/journals/jaal.aspx
Musthafa, B. (1996). Content area reading: principles and strategies to
promote independent learning. Retrieved from ERIC database. (ED395267)

Shanahan, T., Fisher, D., & Frey, N. (2012). The challenge of challenging text.
Educational Leadership, 69(6), 58-62. Retrieved from
http://www.ascd.org/publications/educational-leadership.aspx
Shanahan, C., Shanahan, T., & Misischia, C. (2011). Analysis of expert
readers in three disciplines: History, mathematics, and chemistry. Journal of
Literacy Research, 43(4), 393-429. Retrieved from http://jlr.sagepub.com/
Shepherd, M. D., Selden, A., & Selden, J. (2012). University students' reading
of their first-year mathematics textbooks. Mathematical Thinking & Learning,
14(3), 226-256. doi:10.1080/10986065.2012.682959
Swanson, M., & Parrott, M. (2013). Linking literacy and mathematics: The
support for Common Core standards for mathematical practice. Retrieved
from ERIC database. (ED539526)

Wang, Z. (2014). Who is afraid of math? Two sources of genetic variance for
mathematical anxiety. Journal of Child Psychology and Psychiatry, 55(9),

1056-1064. Retrieved from http://onlinelibrary.wiley.com/journal/10.1111/

(ISSN)1469-7610