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First, after every math class, I recorded and reflected how the lesson and movement strategy went, and how I thought the overall student engagement was. I scored the overall class engagement and gave the class a 5 for full engagement, which meant that every student was on task and participating in the lesson or strategy given for that day, 3 for 50% engagement, which meant only half the class was on task or participating, or a 0 for no engagement, which meant none of the students were engaged in the lesson whatsoever. I chose to write anecdotal notes to give me an opportunity to reflect and record about how the math lesson went. I expanded what went well and what didn’t and took action if needed.

 

 

 

Before implementing the strategies I wanted to know how each student felt about math, so I gave all the students an attitude survey. At the conclusion of the project, I gave the students the same survey to see if adding movement and game-like activities to the classroom changed their overall attitude about math. I chose this formal piece of data collection because I wanted to know how each student felt about math as an individual before I started, and I also wanted to know at the end how it impacted their learning.

 

 

 

 

 

 

I also interviewed two students to catch their overall attitude about math after the experience because I wanted to hear raw feelings about how they felt during math when movement and game-like activities were present.