Abstract
Mathematics proficiency is an important aspect of education of for today’s youth. In order to be successful in today’s society students need to have more developed math skills. Currently, students in the United States are not keeping up with students from other countries. Additionally, students in California are falling behind other states. One key area of math instruction that needs more support is fractions. Fractions are the gatekeeper to Algebra, which is required for all eighth grade students in California. With the lagging achievement scores, educators need to find a way to make math instruction more engaging and accessible for students. Current math instruction typically follows a direct instruction model with memorization of algorithms and practice on worksheets. This project will help students become engaged with the math lessons, which will, in turn, increase mathematics achievement. Students will have opportunities to discuss their learning and work together in order to develop a deeper understanding of fraction concepts. Sources of Data The Review of Literature examines three key areas. The first is current problems with math, including student achievement scores, curriculum, and student motivation. Next is an analysis of current teaching strategies. Within these strategies is direct instruction and self-discovery. The review of literature also includes research-based aspects to consider when implementing cooperative learning. Sources of data used were professional journals, books, and websites. Conclusions Reached Sixth grades students have been working with fractions since third grade and still have not developed proficiency. Students need learning activities that are engaging and encourage them to take an active role in their learning. This project will provide teachers with a guide to implement hands-on and group based activities in their classrooms that will increase student achievement with fractions.