A Virtual Math Menu of Digital Tools to Increase First Graders ...

A Virtual Math Menu of Digital Tools to Increase First Graders’ Fact Fluency

By

Rodney C. Wade II

A Capstone Project Submitted in Partial Fulfillment of the Requirements for the Master’s Degree

of Education in Technology Facilitation

Graduate Committee:

Barbara A. Marinak, Ph.D.

Carolyn L. Cook, Ph.D.

Laura Corbin Frazier, Ed.D.

Kara J. Brady, Ed.D.

MOUNT SAINT MARY’S UNIVERSITY - EMMITSBURG, MD

Spring, 2019

A Virtual Math Menu of Digital Tools

i

Copyright Page


ii

Signature Page


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Abstract

The purpose of this capstone project was to create a virtual menu of math tools for

primary students with a specific focus on math fact fluency. Using Symbaloo as a digital hub to

house six virtual tools, first grade students were able to choose which virtual math tool they

wanted to employ as a means to practice their respective addition and subtraction math facts. The

primary children were asked to sample six digital resources over the course of five weeks, in a

rotation titled, “Math Fact Friday.” Upon completion of the five weeks, the first grade students

were interviewed using Flipgrid, and each child was asked the following two questions: 1. Which

digital tool was the most fun to use? 2. Which digital tool was the most helpful to solve math

facts? Based on the primary children’s collective feedback, first grade students selected four

digital tools of their choice, to continue using during “Math Fact Friday” throughout the five

weeks of the capstone project. The Symbaloo findings from this capstone project were shared

through a Google Document link, with three first grade teachers, as a means to increase the

likelihood of additional first graders benefitting from using digital resources to learn math facts.

Keywords: Choice, Digital Tools, Math Fact Fluency, Student Engagement


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Acknowledgements

I would like to thank my Lord and Savior Jesus Christ for the strength and perseverance

that made this body of work possible. To my beautiful wife, Katelyn and my daughter Elyana,

your support has been everything during this process. I would also like to thank Dr. Brady and

my colleagues who shared this journey with me. I am a better writer, researcher, and educator

because of it.


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Table of Contents

Copyright Page ………………………………………………………………………….i

Signature Page ………………………………………………………………………….ii

Abstract …..…………………………………………………………………………….iii

Acknowledgements …………………………………………………………………….iv

Chapter 1: Introduction ………………………………………………………………....1

Statement of Problem …………………………………………………………...1

Purpose of the Project …………………………………………………………..1

Operational Definitions …………………………………………………………2

Chapter 2: Literature Review …………………………………………………………...4

Statement of Problem …………………………………………………………...4

Overview of Literature ……………………………………………………….....4

Theoretical Rationale …………………………………………………………...5

Developing Number Sense in Young Children …………………………...……7

Math Fact Fluency for Elementary Students ……………………………...……8

Impact on Students’ Self-Perception About Learning Math ……………………8

Classroom Environments That Promote Mathematical Learning ……....………9

How Choice Impacts Student Learning ………...……………………………..10

Technology and Digital Tools ……………………………..…………...……..11

The Power of Technology in Teacher Collaboration …………………………..12

Conclusions …………….…………….………………………………………..13

Chapter 3: Methodology ……………………………………………………………....14

Purpose ……………………………………………………..………....……….14


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Setting ……………………………………………………..………....………..15

Participants ………………………..………………………..………....……….15

Procedures ………………………...………………………..………....……….15

Data Collection ………………...…………………………..………....……….17

Capstone Project Development …...………………………..………....……….17

Chapter 4: Capstone Project and Results ……....……………………………………....19

Chapter 5: Implications ………………………………....……………………....…......24

Purpose ………………………..…..………………………..………....……….24

Findings …………………..…..…..………………………..………....……….24

Methodological Implications ……………………………..………....…..…….25

Limitations …………..………..…..………………………..………....……….26

Implications of Future Research ………..…………………..………....……….27

Conclusion ……………..……..…..………………………..………....……….28

References ……………...……..…..………………………..………................……….30

Appendices ……………..……..…..………………………..………................……….36

Appendix A - Parent Invitation Letter ……………………..………....……….36


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List of Figures

Figure Page

1. Flipgrid Feedback of Addition Websites ………………………………………22

2. Fligrid Feedback of Subtraction Websites ……………………………………..22

3. Teacher Created Symbaloo ……………………………………………………23

4. Student Created Symbaloo …………………………………………………….23


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List of Appendices

Appendix Page

1. Appendix A – Transcript of First Grade Student Flipgrid Responses………………35


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Chapter 1: Introduction

Mathematics can be a struggle for K-5th grade students (Baroody, Bajwa & Eiland, 2009;

Godfrey & Stone, 2013; Sparrow and Hurst, 2010). Similar to learning other content area

subjects such as reading and science, some elementary children easily comprehend mathematics,

while other young students may struggle. Mathematical Standard 1.OA.C.6 of the Common Core

State Standards ([CCSM] (2010), asserts that first grade students will acquire the skills necessary

for adding and subtracting within 20, as well as demonstrating fluency for addition and

subtraction within 10. This specific math standard is one of several key math standards, in a mid-

Atlantic public elementary school, which primary students are expected to master by the end of

the school year. However, many first grade students complete first grade without having

acquired these important math skills, resulting in first grade students falling behind when new

math standards are introduced. Providing primary students time and choice of digital resources to

practice math facts in a fun and engaging format, increased the likelihood of first grade students’

mastering their facts acquisition within 10. This capstone project attempted to give first grade

students the choice regarding their selection of digital tools which they believed were fun, and

best supported their achievement of this goal. Simultaneously, the developer also aspired to

influence three first grade classrooms within the school community.

Statement of Problem

This capstone project focused on first grade student’ mathematics skills in a mid-Atlantic

public school, specifically in regards to math fact fluency of addition and subtraction utilizing

numbers 1-10. Given that young children are leaving the primary grade level without these

important skills, results in a lack of understanding of how to solve multi-step math problems

which require a mastery of math facts. Additionally, First grade educators are also searching for


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a variety of instructional tools to engage primary students during mathematics instruction.

Utilizing technology can be a difficult task due to the access of limited resources for elementary

teachers. However, through the implementation of Symbaloo, three, first grade teachers had the

capability to choose and host websites to engage their primary students’ mathematics learning.

Purpose of the Project

The purpose of this capstone project was for first grade students to increase their math

fact fluency of addition and subtraction with numbers within 10, by creating their own virtual

math fact menu. Providing an opportunity for first grade children to voice their opinions

regarding which digital resources they found fun and helpful, first grade students were immersed

in opportunities to own their mathematical learning. Additionally, collaboration with three, first

grade teachers was a focus of this project through the sharing of the digital tool Symbaloo, to

encourage colleagues’ use of technology. A piktochart displaying the Symbaloo created by the

developer, the final Symbaloo curated specifically by first grade students, and an embedded

video of first grade students’ interviews was shared with three, first grade teachers via a Google

Document. The developer sought to encourage the incorporation of Symbaloo into a

mathematics station-rotation model, titled “Math Fact Friday”, as a means to enhance the math

fact learning and increase the engagement of other first grade students in the mid-Atlantic

elementary school.

Operational Definitions

CCSS - The United States’ educational expectations in language arts and mathematics for all

students, kindergarten through twelfth grade ([CCSS], National Governors Association Center

for Best Practices & Counsel of Chief State Officers, 2010).


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Choice - The opportunity to select between two or more options in regards to learning tasks,

rewards, and workspaces (Mizener & Williams, 2009).

Digital Tools - Technology resources that help achieve a task (Attard, 2013).

Education Technology - Mobile devices and applications that provide students learning

opportunities (Attard, 2013; Crawford, L., Higgins, K., Huscroft-D’Angelo, J., & Hall, L., 2016).

Fact Fluency - The ability to memorize and recite math facts in a quick and efficient way

(Locuniak & Jordan 2008).

Fluency - The ability to complete a task in a quick and efficient way (Cunningham, 2017).

Flipgrid - A video-recording software that allows users to respond virtually to discussion

prompts (Green & Green, 2017).

Number Sense - The ability to think about the relationship of numbers in terms of size,

comparison, computation, and the distance between them (Berch, 2005).

Piktochart - A web-based application software that allows users to create a visual presentation to

share with others (Brigham, 2018).

Professional Development - A guided session for teachers on how to use a specific technology or

acquire a new skill to enhance their profession (Brock, 2009; Wright, 2010).

Symbaloo - A digital host of virtual bookmarks that is customizable (Miller, 2013).


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Chapter 2: Literature Review

Statement of Problem

Basic number sense and addition and subtraction fact mastery are two important concepts

for young children to grasp in the primary grades. These foundational skills are essential for

primary students to meet grade level expectations in mathematics.

Children who do not master the addition combinations, particularly those who have not

mastered even the simplest addition combinations by the end of first grade, are

handicapped in their efforts to achieve mastery with basic subtraction, multiplication, and

division combinations (Baroody et al., 2009 p.69)

The severity of not memorizing and recalling number facts as a means to effectively solve

addition and subtraction problems up to ten with automaticity, affects primary students’ math

progress in subsequent grades (Baroody et al., 2009). This capstone project attempted to address

first grade students’ ability to learn math fact fluency in addition and subtraction with numbers

from 1-10, as well as examined the ability for primary students to independently apply these

acquired math skills to their own learning. Additionally, this capstone project examined the

collaboration of three, first grade teachers and assisted these primary educators with trying new

technology in their classroom to engage their own first grade students.

Overview of Literature

The National Mathematics Report Card [NMRC] ( 2017) was developed by the United

States Department of Education for fourth and eighth grade students, to highlight the important

mathematical concepts necessary for these respective grades. Examples of crucial mathematical

concepts include the following: Weighted combination of number properties and operations,


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measurement, geometry, data analysis, statistics, and probability and algebra. The results from

NMRC (2017) research found that 40% of fourth grade students were at or above proficient in

mathematics, and 60% of fourth grade students were performing below proficiency in

mathematics (National-Achievement Level Results, 2017). Elementary students lacking solid

background knowledge in number sense and math fact fluency in addition and subtraction with

numbers 1-10 struggled with complex and multi-step problems (Baroody et al., 2009; Godfrey &

Stone, 2013; Locuniak & Jordan, 2008). In order to ensure young students acquire necessary

basic math facts, elementary teachers should utilize technology, as a means of creating an

empowering 21st century classroom environment, and culture that offers primary students choice

and ownership of learning (Brock, 2009; Roskos & Neuman, 2011; Sparrow & Hurst, 2010;

Swartz & Hendricks, 2000).

Theoretical Rationale

This capstone project was grounded in research pertaining to the Engagement Theory,

founded by Ben Shneiderman.When the developer researched Engagement Theory in a

technology framework for teaching and learning, and found Kearsley & Shneiderman (1998)

were the founders in this field. Engagement Theory is applicable to a range of educational

disciplines, and is a branch of constructivism which has three vital components: Collaboration,

project-based learning, and authentic purpose (Fulgham, Shaughnessy, & Kearsley, 2010).

Furthermore, Engagement Theory is rooted in the belief that when students collaborate in an

environment that includes technology and real-world tasks, authentic learning can occur

(Fulgham et al., 2010; Kearsley & Shneiderman, 1998; Lim et al., 2006). Additionally,

Engagement theory’s foundation states that students are motivated when creating and

collaborating with their peers in authentic, hands-on tasks (Kearsley & Shneiderman, 1998).


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Engagement Theory is also applicable to students’ learning technology in conjunction with

content area subjects such as mathematics (Fulgham et al., 2010). Engagement Theory supports

the utilization of technology to create a virtual environment of learning (Fulgham et al., 2010). In

order for Engagement Theory to be implemented in a classroom or learning environment,

technology must be used in a meaningful way (Kearsley & Shneiderman, 1998), through

students interacting and collaborating with relevant technology to solve 21st century problems

(Fulgham, et al., 2010; Kearsley & Shneiderman, 1998).

Engagement Theory is exemplified in a study by Lim, Nonis and Hedberg (2006),

involving eight, elementary grade students ages 10-11 years old, who interacted with virtual

science lessons over a period of two weeks. The elementary students worked in pairs to complete

lessons centered on a variety of science curriculum, including the water cycle (Lim et al., 2006).

At the end of the two week study, the elementary students had increased their scores from a 30%

to a 70% from their pre-test, to their post-test, respectively (Lim et al., 2006). When the

elementary students were interviewed about their experience, the children stated they were more

engaged as a result of the online learning tasks, which made science more exciting (Lim et al.,

2006). Engagement Theory in a technology framework is rooted in the belief that when all

students collaborate in an environment that includes technology and real-world tasks, authentic

learning can occur (Fulgham et al., 2010; Kearsley & Shneiderman, 1998; Lim et al., 2006).

Therefore, this capstone project embodied the Engagement Theory in a technology

framework as a result of first grade students collaborating and creating their own virtual math

menu, and utilizing Symbaloo to host the websites they selected.


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Developing Number Sense in Young Children

Examining how young students develop basic math skills prior to coming to pre-k

and kindergarten can provide a vital insight into their background knowledge, as well as their

learning needs in mathematics. Specifically, number sense is important in the development of

mathematical concepts, yet the concept of number sense is not always easily defined. Berch

(2005) found, “number sense reputedly constitutes an awareness, intuition, recognition,

knowledge, skill, ability, desire, feel, expectation, process, conceptual structure, or mental

number line” (p. 333). Before young students enter their initial school experience, they are

already beginning to think about the relationships between numbers (Aunola, Leskinen,

Lerkkanen, & Nurmi 2004; Bruer, 1997). These simplistic, yet foundational skills that young

children experience at an early age, are a direct result of family members interacting with their

child in the home environment (Gersten & Chard, 1999). A study by Aunola et al., (2004),

focused on 194 pre-kindergarten students transferring to kindergarten, found that young students

who entered school with background knowledge of mathematics, had more success than those

children who had a deficit of knowledge of mathematics (Aunola et. al., 2004). The math skills

in this capstone project focused on counting ability (forward and backward), visual attention

(picture cards of a set number of objects), metacognitive knowledge (picture cards of solving

strategies), and listening comprehension (an audible sentence that is matched to a picture card

(Aunola et al., 2004). These foundational skills are crucial for understanding how numbers

operate, and can help young children obtain the automaticity and fluency needed to be proficient

in math facts.


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Math Fact Fluency for Elementary Students

Fluency is the ability to complete a task in a quick and efficient way (Cunningham,

2017). In the content area of reading, comprehension is directly related to fluency, and

elementary children cannot focus on decoding words and their meaning while trying to

understand what the story is about (Cunningham, 2017). Consequently, when fluency is not fully

developed, reading becomes laborious and difficult (Cunningham, 2017). The acquisition of

math fact fluency is similar to the development of reading fluency. In terms of mathematics, fact

fluency is the ability to recite basic math facts by memory and apply the information to solve

equations. According to Locuniak and Jordan (2008), in order for elementary students to grasp

the process of solving multi-digit math problems, young children must first acquire a solid

understanding of number sense. When young children do not develop number sense, it impairs

their ability to advance the acquisition of math skills (Locuniak & Jordan, 2008). The

correlation between math fact fluency and reading fluency was found to be related, and both

skills are vital for primary students to obtain, in order to be successful in other aspects of math

and reading (Locuniak & Jordan, 2008). Moreover, the lack of math fact fluency could

potentially cause elementary students to become frustrated, and contribute to negative attitude

toward mathematics (Cunningham, 2017).

Impact on Students’ Self-Perception About Learning Math

A person’s attitude toward mathematics can result from a variety of early elementary

school experiences. Research conducted by Sparrow and Hurst (2010), found that most adults

who have developed a negative viewpoint regarding math, as a result of their negative

experiences as a child. Adults who do not perceive themselves as adequate in mathematics,

regard math as a subject which is boring, repetitive and pointless (Sparrow & Hurst, 2010). In


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order to alter this defeatist attitude, primary students need to be engaged and motivated to learn

mathematics. In a study on early school withdrawal composed of over 1,900 culturally diverse

elementary students conducted by Carter, Reschly, and Lovelace (2012) at the University of

Georgia in conjunction with Appleton and Thompson of the Gwinnet County Public School

District, found that elementary student engagement and dropout rates were connected. Carter et

al., (2012) discovered, “demonstrated correlations between engagement and various life

outcomes, contributed to conceptualizing the process of early school withdrawal, and informed

school reform efforts including dropout prevention programs” (p. 70). The findings of this study

are important data to consider across all disciplines, and especially in mathematics.

In order to change a student’s perspective on learning, Sparrow & Hurst (2010) found

value in a variety of purposeful activities, and a teacher’s knowledge of the students in their

classroom. Hence, educators impact instruction by developing a classroom environment that

positively influences learning and incorporates the use of technology.

Classroom Environments That Promote Mathematical Learning

Teachers typically focus on how a classroom is physically and aesthetically arranged.s

Additionally, educators can organize the space in the classroom to benefit their students. An

organized classroom with accessible materials, welcoming colors, influential posters, and a

variety of learning spaces can help elementary students feel comfortable in their environment

(Roskos & Neuman, 2011). The classroom culture and societal aspects of the classroom make up

the learning environment as well. According to DiTullio (2014), creating a classroom climate

that includes positive relationships between students, risk-taking opportunities without fear of

failure, and instilling the confidence to try challenging problems, are all components of a high

performing classroom (DiTullio, 2014).


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Moreover, in 21st century classroom environments, technology is also viewed as a beneficial

means of influencing children’s academic work. Integrating technology into elementary the

elementary learning environment, can have a measurable impact on student success. Burnett and

Jamieson-Proctor (2002) conducted a study of 570 elementary school students across seven

elementary schools, with the focus of technology interventions across all subject areas. The fifth

grade students in this study utilized technology to complete their assignments across all subject

areas. Burnett & Jamieson-Proctor found that the elementary students increased their test scores

as a result of receiving interventions utilizing technology (2002).

These aforementioned components can be found in mathematics where students are being

asked to communicate their answers and comment on other students’ thinking, especially when

utilizing technology.

How Choice Impacts Student Learning

While primary students do not have control of curriculum standards and assessment

schedules, they can be given the power of choice in a variety of areas pertaining to their

academic learning. Young children can be taught to set their own personal goals, receive rewards

for positive behavior and hard work, and choice regarding completion of their assignments

(Mizener & Williams, 2009). A research study, which focused on six primary classrooms from a

variety of schools located throughout the United States of America, provided primary students’

choices in how they completed their math assignments, and found that young students were more

engaged with their learning, less distracted with off-task behavior, and were motivated by the

choice of relevant, real-world challenges (Bragg, 2016). Bragg (2016) visited each of the six

schools throughout the school year, and interviewed elementary students about their learning

tasks. The findings from the study concluded that elementary students who were offered choice


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felt empowered in their learning, and made their experience in school more enjoyable (Bragg,

2016).

Similarly, research by (Marinak, 2013), involved 76 fifth grade students, and allowed the

children choice regarding teacher read-aloud books, student led group book studies, and choice

with non-fiction text. The study found that providing the elementary students book choice

through voting on the teacher read aloud books, increased the children’s motivation, as well as

their participation in book discussions (Marinak, 2013). Furthermore, the combined use of choice

and non-fiction, Marinak (2013), found that the fifth grade students engaged in learning tasks

provided value to their learning by student led book study groups and discussions

Another study which focused on the importance of providing young children with choice,

was conducted by Beigie (2011), which found that offering daily elementary students’ choice

regarding the completion of daily math problems, helped primary children reach their full

potential and push the limits of their abilities. Beigie (2011) further noted that withholding

choice to elementary students produces a contradictory effect, causing young children to become

disconnected from their learning and to avoid personal academic challenges. Therefore it can be

ascertained, that providing young children with choices in their own learning, increases both

their engagement and self-motivation (Beigie, 2011; Bragg, 2016; Marinak, 2013; Mizener &

Williams, 2009).

Technology and Digital Tools

Elementary students use technology with such ease and flexibility that Prensky (2001)

referred to them as digital natives. When elementary students use technology to complete a task,

they are engaged, and have a more positive attitude toward learning (Brunvand & Abadeh, 2010;

Crawford et al., (2016); Henderson, 2012). A study of 87, third grade students conducted by


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Kiger, Hero, and Prunty (2012), examined two groups of third grade students in a test of mobile

learning devices and math facts. Group A used only flashcards and paper-pencil activities while

Group B used digital tools on iPods to practice math facts. The results of the study yielded that

the third grade students who used digital tools scored 20% better on their posttest than their

counterparts (Kiger et al., 2012). Digital tools also empower all students and create self-directed

learning within the classroom (Brunvand & Abadeh, 2010). A related study regarding the use of

digital tools conducted by Kazakoff, Macaruso, and Hook (2017), of over 800 students,

kindergarten through fifth grade, in an English-language learning classroom utilized a digital tool

(Core5) of reading activities which primary and intermediate students opportunities to interact

with independently throughout the school year. Over 75% of kindergarten through fifth grade

students in the program met their grade-level expectations (Kazakoff et al., 2017). Technology

integration in the elementary classroom is a key component to student success and empowerment

(Attard, 2013; Rehmat, A., & Bailey, J.,2014). Brock (2009) found that “We must use

technology as a tool to enhance a child’s educational experience by creating a variety of methods

to meet special needs, teach children how to manage information, and allow opportunities for

students to develop higher-level thinking skills” (p. 10).

The Power of Technology in Teacher Collaboration

Primary students are not the only benefactors in schools that profit from the use of

technology. When elementary teachers collaborate with technology, they change the classroom

environment and make instruction more relevant (Brock, 2009). In a study of 38-40 primary

mathematics teachers, the primary teachers collaborated together over the course of two years to

develop tech-based lessons, offer support in the classroom with walk-in observations, and held

frequent meetings to discuss their use of technology (Misfeldt & Zacho, 2015). According to


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Misfeldt and Zacho (2015), the elementary teachers in this study were able to create

technological lessons, with many not having prior-experience to the digital tools they used

(Misfeldt & Zacho, 2015). Primary teachers also tended to collaborate more and felt empowered

to teach lessons that they themselves created (Mosfeldt & Zacho, 2015). Brock (2019),

concluded that professional development [PD] should be rooted in collaboration between

colleagues and not limited to a PD session at a faculty meeting. Researchers have also found that

elementary teachers who work together, are more willing to try new technologies (Banerjee,

Stearns, Moller, & Mickelson, 2017; Leithwood, Kenneth, Leonard, & Sharratt, 1998; Ma and

MacMillan, 1999). The partnership of collaboration and technology that educators can synthesize

increases student engagement, learning outcomes, and ownership among students and alike

teachers (Attard, 2013; Brock, 2009; Mosfeldt & Zacho, 2015; Rehmat, A., & Bailey, J., 2014)

Conclusions

A review of the research studies of number sense and math fact fluency of addition and

subtraction with numbers 1-10 found that they are vital for students to succeed in upper-level

mathematics. Equally important, engagement and choice can be powerful tools when coupled

with technology and collaboration. This capstone project sought to combine these specific

components within a first grade learning environment. Moreover, the developer attempted to

increase student engagement and mathematical skills in three, first grade classrooms at the

school where the capstone project occurred. It was the developer’s hope that showcasing the

virtual math menu created by a first grade classroom, would inspire all of the first grade students

and teachers to create their own virtual math fact addition and subtraction menus.


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Chapter 3: Methodology

Purpose

The purpose of this capstone project was to increase mathematical fact fluency of

addition and subtraction within the numbers 1-10, by having first grade students use a virtual

math menu of digital resources. Based on the information contained in the kindergarten

portfolios received by the developer at the beginning of the school year, 30% of the first grade

students had not met the kindergarten math benchmark of adding and subtracting within the

numbers 1-5. During the five weeks of the capstone project implementation, first grade students

practiced math facts using six digital resources from three different websites:

Mathplayground.com, Quia.com, and Sheppardsoftware.com. The educational math games

included the following: Subtraction Harvest, Math Man: subtraction up to ten, Puzzle Pics

Subtraction Facts, Tug Boat Addition, Addition Battleship, and Alien Addition.

When the five week capstone project ended, the first grade students chose the digital

resources they found the most enjoyable, as well as the digital resources the primary students felt

were helpful in solving addition and subtraction problems within the numbers 1-10. Collectively,

the first grade students created their own virtual math menu consisting of four digital resources,

stemming from the original six digital resources provided by the developer. The virtual math

menu was created using Symbaloo, to provide the first grade students easy access to the six

digital math resources. Additionally, the Symbaloo was shared with three primary grade teachers

through a Google Document, as a means to encourage other first grade students to collaborate

and create their own classroom virtual menu of mathematics tools at the elementary school.


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Setting

The setting of this capstone project was an elementary public school located in the mid-

Atlantic region of the United States. There were 630 elementary students at the elementary

public school at the time of this capstone project, ranging in prekindergarten through fifth grades.

The elementary faculty included four teachers per grade, for a total of 28 elementary teachers.

Additional support faculty included: Eight special education instructional assistants, as well as

two learning for life teachers, two school counselors, two speech pathologists, and two reading

interventionists. The demographics of the student population was comprised of the following:

77% Caucasian, 8% African-American, 6% Hispanic, 2% Asian. Additionally, 7% of the student

population were two races or more. Furthermore, 3% of the elementary students were English

Language Learners (EL), 20% of elementary students received free and reduced price meals and

9.6% received special education services.

Participants

This capstone project was developed and implemented in a first grade classroom

consisting of 23 students. The demographic composition of the first grade classroom consisted of

the following: 13% were EL, 78% were Caucasian and 4% were Asian. The first grade students

were between the ages of 6 and 7, with a gender composition of 61% males and 39% females

respectively. All 23 students in the first grade classroom participated in the capstone project.

Procedures

The researcher found six digital resources that matched the curricular standards of the

public elementary school, regarding addition and subtraction facts within 10. Upon locating the

six digital resources, a Symbaloo was created by the developer to host the digital resources for

the first grade students to easily access. The capstone project took place over a five week rotation


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wherein students interacted with a math fact menu comprised of six math websites. The menu’s

math fact websites focused on addition and subtraction with numbers 1-10, and was titled, “Math

Fact Fridays.” The students utilized this technology over the course of five weeks.

Once a week, first grade children were given the opportunity to use the digital resources

that were hosted on the Symbaloo, as part of a station-rotation model. First grade students were

given the choice to use the following digital math resources: Math Man, Subtraction Harvest,

Puzzle Pics Subtraction, Tug Boat Addition, Addition Battleship, and Alien Addition to build

their math fact fluency in addition and subtraction with numbers 1-10. Over the course of five

weeks, the first grade students were encouraged to work with two to three websites per session,

and then choose the math websites that they believed helped them to learn their math facts and

were fun to use.

Once the five week capstone project concluded, the developer created an interview

prompt link for the first grade students using Flipgrid.com, and the primary students were shown

how to click on the discussion prompt provided by the developer. Next, the first grade students

recorded themselves using the webcam and microphone from a laptop computer. After the

developer watched the video clips created by the 23 first grade students, the developer tallied

which digital resources the primary students’ found helpful and fun. Lastly, the developer

selected four of the six digital resources the primary students indicated they found helpful and

fun, and the developer created a new Symbaloo for the first grade children to access.

After the creation of the Symbaloo, the developer implemented a direct link through the

use of a Google Document, which was shared with three first grade teachers at the elementary

school. The desire of the developer, was to provide the other first grade students and their

respective teachers access to the digital math resources to create their own class Symbaloos.


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Data Collection

Following the five week implementation of the virtual math menu, the developer asked

the first grade students their opinions regarding the digital resources utilized during the math

rotations on Math Fact Fridays. The use of the video recording software Flipgrid, enabled first

grade students to share which math websites they enjoyed using, as well as the names of the

math websites which assisted in their math fact fluency with numbers 1-10. The first grade

students were also tasked with collectively creating their own virtual math menu as a class. The

virtual math menu was established by each first grader, who selected two subtraction and two

addition websites from the original six options offered during the five week capstone project.

Additionally, these selected math websites were used to create a new class Symbaloo, which

consequently transformed into a daily math rotation, and provided the first grade students an

opportunity to work on addition and subtraction facts with numbers 1-10 during mathematics.

Capstone Project Development

Upon completion of this capstone project, the developer shared the virtual math menu

created by the 23 first grade students’ with the three other first grade teachers located at the

elementary school, via a shared Google Slides presentation. The developer included a link to the

Flipgrid videos created by the developer’s 23 first grade students’ reactions regarding their

utilization of the addition and subtraction websites. Moreover, it was the developer’s intention to

provide the virtual math fact menu, as an exemplar to the other three first grade teachers and

their respective students. The developer sought to make a greater impact on all of the elementary

school’s first grade students’ mathematical skills of addition and subtraction of numbers 1-10,

through the use of technology, in addition to sharing his findings with the other first grade

teachers at the elementary school. Hence, the developer chose to present the findings of his


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capstone project during a first grade team planning session, and provided the other three, first

grade teachers with instruction regarding the specific steps involved in creating a virtual math

fact menu utilizing Symbaloo. During the first grade team planning session, the developer

encouraged the use of technology during mathematics instruction and provided assistance with

creating and implementing Symbaloo, as well as offering to observe his colleagues’

implementation.


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Chapter 4: Capstone Project and Results

The purpose of this capstone project was to create a virtual math fact menu which

consisted of math tools for primary students, with a focus on engagement in math fact fluency of

addition and subtraction with numbers 1-10. The capstone project took place over a five week

rotation wherein students interacted with a math fact menu comprised of six math websites. The

menu’s math fact websites focused on addition and subtraction with numbers 1-10, and was

titled, “Math Fact Fridays.” The students utilized this technology over the course of five weeks.

On the first day of implementation, the developer answered the first grade students’ questions

concerning the use of the math fact menu, to ensure the first grade students would use the math

fact menu appropriately. Once the 15 min tutorial concluded the developer gave the first graders

time to interact with the math fact menu in the elementary school’s computer lab. The session

lasted 15 minutes for the tutorial and 45 minutes for the first graders to use the math menu. In

week two, the first grade students interacted with the math fact menu during “Math Fact Friday”

for forty-five minutes. After the second session, the first grade students began asking the

developer for additional time and opportunities to use the math fact menu. The following

comment was made by a primary student: “I love playing Math Man and trying to get to the

highest level. Can we play this before and after school?” (Anonymous Student Comment,

February 20, 2019). For week three, the developer provided first grade students additional time

to work with the interactive math menu. Therefore, any first grade student in the developer’s

classroom who arrived early, was granted permission to utilize one of the six Chromebooks


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available in the room to access the math fact menu. First grade students dismissing 15 minutes

after the school day concluded, were given access to the math fact menu on the six available

classroom Chromebooks. The inclusion of this additional time, presented a concern for the

developer regarding a possible diminish in the first grade students’ interest in “Math Fact

Fridays” would diminish in interest. However, this was not the case, as first grade students were

highly engaged in the math fact menu during weeks four and five of the capstone project. When

“Math Fact Fridays” concluded, the 23 first grade students utilized Flipgrid to answer the

following two questions regarding their experience with the math fact menu: Which addition and

subtraction math websites helped you the most and were the most fun to use? Some of the

primary students responses were the following: “I really liked Tug Boat Addition because I could

challenge my other classmates” (Anonymous Student Comment, March 12, 2019). “The

subtraction game Puzzle Pics helped me the most because only one piece of the puzzle would fit

with the subtraction problem” (Anonymous Student Comment, March 12, 2019). Once the first

grade students recorded their responses on Flipgrid, the developer reviewed the data to determine

which math fact websites the first grade students found the most helpful and fun. The addition

math website Tugboat Addition received 19 out of 23 votes for the most fun, while Alien

Addition received four out of 23 votes, and Addition Battleship received 0 out of 23 votes as

shown in Figure 1. Additionally, out of a possible 23 students votes, Tug Boat Addition received

14 votes for the math website that helped first graders the most, while Alien Addition received 9

votes, and Addition Battleship received 0 votes as shown in Figure 1 . Furthermore, the

subtraction math website Math Man received 18 votes for the most fun, while Puzzle Pics

received 5 votes, and Subtraction Harvest received 0 votes as shown in Figure 2. Furthermore,


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the subtraction math website the first graders found helpful were Math Man with 12 votes,

Puzzle Pics with 7 votes, and Subtraction Harvest with 3 votes as shown in Figure 2.

Once the data from the first graders’ Flipgrid videos was reviewed and compiled, a

number of trends emerged. The majority of the first grade students’ responses showed that there

was a connection between the math websites the first graders found fun and helpful. 82% of first

graders found Tugboat Addition the most fun, as well as 60% of first graders found Tugboat

Addition the most helpful. Additionally, 78% of first grade students found Math Man to be the

most fun subtraction website, while 74% of first grade students found Math Man to be the most

helpful. Moreover, Addition Battleship received zero votes for the most fun and helpful, while

Subtraction Harvest received zero votes for being the most fun and only 13% most helpful.

Additionally, Tugboat Addition remained the only math website from the six available math

websites that allowed the first grade students to challenge one another directly. Moreover, the

subtraction math website Math Man contained an unlimited number of levels the first graders

could complete.

Finally, the developer provided professional development for three, first grade teachers at

the mid-Atlantic elementary school where this capstone project took place. The developer

created a Google Slide Presentation to share with the three, first grade teachers which

highlighted the capstone project and provided examples of the Symbaloo before and after the

capstone project, as shown in figures 3 and 4. “I would never have tried Symbaloo or used it with

my students without this team planning session” (Anonymous First Grade Teacher Comment,

March 18, 2019).


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Figure 1. Flipgrid feedback of addition websites

Figure 2. Flipgrid feedback of subtraction websites


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Figure 3. Developer created Symbaloo

Figure 4. Student created Symbaloo


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Chapter 5: Implications

Purpose

The purpose of this capstone project was to increase first grade students’ engagement

with math fact fluency with addition and subtraction within numbers 1-10, by creating a math

fact menu of six digital math websites. Once the primary students utilized the math fact menu

over the course of five weeks, the first grade children created their own math fact menu of

addition and subtraction math websites, consisting of two digital resources stemming from the

original six digital resources provided by the developer. After the first week, the first grade

students’ engagement and participation in “Math Fact Friday” increased, and the developer

responded by creating additional time for the primary students to interact with the math fact

menu before and after school.

Findings

Upon completion of the capstone project, the developer reviewed the primary students’

feedback from their respective Flipgrid videos. Originally, the developer intended to create the

first grade student version of the math fact menu with the following four math websites:

Subtraction Harvest, Math Man: Subtraction, Puzzle Pics Subtraction Facts, Tug Boat Addition,

Addition Battleship, and Alien Addition. The developer utilized the following information from

the first grade students feedback by identifying two fun math websites and two helpful math

websites, wherein each contained an addition and subtraction option. The results of the Flipgrid

videos demonstrated that 23 first grade students communicated that all six math websites were

fun and also helpful. However, the developer found that consistently 19 first grade students

identified Tug Boat Addition and Math Man Subtraction as the most fun and helpful math

websites and helpful math websites. The developer therefore utilized the first grade students’

feedback and created a math fact menu consisting of two math websites: Tug Boat Addition and


25

Math Man Subtraction, instead of the originally planned four websites. An outcome of the

aforementioned revised math facts digital menu first grade students’ selections, yielded an

interesting finding. The first grade students enjoyed the collaborative aspects of the two math

games they selected.

Methodological Implications

Collaboration is a key component of Engagement Theory as found by Fulgham,

Shaughnessy, & Kearsley (2010), who posited that collaboration highly motivates students to

take ownership of their learning by persevering when completing a difficult task. The findings of

this capstone project suggested that student engagement with technology is necessary for

authentic learning to take place with first graders learning their addition and subtraction math

facts with numbers 1-10. Similarly, the developer established from the first grade students’

comments that they enjoyed and benefited from engaging in the collaboration with peers with the

math websites over the course of the five week capstone project. Furthermore, the first grade

student created videos from the Flipgrid supported the findings of Fulgham, Shaughnessy, &

Kearsley (2010) and Engagement Theory, because the first graders comments reflected their

enjoyment regarding the collaborative nature of the primary math digital resource games.

Additionally, the three first grade teachers at the elementary school, also benefited from

the shared results of this capstone project. One first grade teacher stated, “I would never have

tried Symbaloo or used it with my students without this team planning session” (Anonymous

Teacher Comment, March 18, 2019). This comment aligned with the research conducted by

Banerjee, Stearns, Moller, & Mickelson, (2017) which found that teachers work best when

collaborating with other teachers. These researchers also found that teachers are willing to try

new technologies when learning occurs within a small-group session of their peers. Sharing the


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results of this capstone project with the other first grade teachers at the elementary school,

promoted the developer’s colleagues to be learners of collaborative technology integration with

their own students, and sought to increase the first grade teachers’ ownership and motivation of

the use of technology in mathematics instruction..

Limitations

This capstone project has four limitations which should be noted. The first limitation was

the length of the capstone project. The developer implemented the project over a period of five

weeks, and subsequently drew conclusions from a minimum time period. Comparatively, the

length of Schenider’s (2010) study was fifteen weeks and therefore a longer time to examine first

graders use of technology to learn addition and subtraction facts from 1-10 is warranted.

Therefore, with a longer duration, first grade students may have demonstrated greater mastery of

addition and subtraction with numbers within 1-10.

The second limitation was the quantity of students who participated in the capstone

project. Twenty-three first graders participated in this capstone project. This number is

significantly lower than the remaining 77 first grade students at the developer’s elementary

school. The developer can only generalize the findings back to the class of first grade students at

the public elementary school where the capstone project took place.

The third limitation of this capstone project was class attendance. Five primary children

were absent for at least one “Math Fact Friday” session. One first grader vacationed during the

project time frame and missed two of the five sessions. As a result of five students being absent,

a total of 72% of the first grade students in the developer’s class fully participated in the five

week capstone project. A larger percentage of first grade student participation may have resulted

in greater opportunities to increase math fact fluency using digital resources of addition and

subtraction with numbers 1-10.


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The fourth limitation was the developer himself. The developer conducted the capstone

project, in conjunction with his own primary students and first grade classroom. Therefore, the

results reported by the first grade students may have potentially been influenced by their

relationship with the developer. The developer knew the elementary students’ strengths,

weaknesses, and preferences regarding math fact fluency within numbers 1-10 through the

process of this capstone project. This may have impacted the first grade students’ initial choices

of the digital math websites included in the math fact menu. Additionally, the primary student

relationships with the developer potentially influenced the results of this capstone project,

because the developer created the math fact menu, and delivery of instruction with the first grade

students’ math instructional needs as a guide.

Implications of Future Research

The following recommendations pertain to future examinations of math fact fluency with

numbers 1-10 utilizing technology in the classroom are subsequently discussed. The first

recommendation pertains to having a number of students, either across grade levels or across

several elementary schools. With a sampling of twenty-three first graders, there is additional

research should take place with a larger targeted group in order to determine the effectiveness of

the virtual math menu on fact fluency of addition and subtraction within numbers 1-10. A second

recommendation is to increase the length of time first grade students are involved with utlizing

math digital resources as part of their overall mathematics instruction. This capstone project was

five weeks long, therefore it was a short amount of time to gather data on this topic. A capstone

project completed over the length of a school year may yield greater and more consistent results.

Commencing this capstone project for the entire length of a school year, may produce a different

outcome regarding the first grade students’ use of digital math tools.


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A third recommendation is to select math websites that score and keep a record of student

progress. The math websites in this capstone project contained random equation generation. The

developer did not review which equations the primary students struggled with the most or the

frequency with which they received the same equation because that information was not

available with these math websites. Additionally, the developer recommends that an actual study

is conducted as a means to collect and analyze data.

Conclusion

In conclusion, this capstone project appeared to succeed in engaging first grade students

in increasing their math fact fluency with addition and subtraction problems within numbers 1-

10. When the primary students created their own math fact menu at the end of the five week

capstone project, their excitement attested to their vested interest and involvement of this

capstone project. The first grade students’ increased use of technology aided in both their

ownership and involvement in authentic mathematics learning experiences. Additionally, The

three, first grade teachers at the developer’s public school building who received professional

development using Symbaloo, by creating their own virtual math menus, immediately

implemented Symbaloo into their classroom. This capstone project provided the three, first grade

teachers with an opportunity to try new technology, to engage their first grade students with

digital resources to learn math facts within numbers 1-10 for addition and subtraction. The

developer’s recommendations and findings have added to the body of math research on the topic

of primary students’ engagement with digital resources to learn math fact fluency, as well as to

the development of first grade teachers’ math technology implementation.


29

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Appendix A – Transcript of First Grade Student Flipgrid Responses

Anonymous First Grade Student #1 “The most fun game for addition was Tugboat Addition. The

most fun for subtraction was Math Man. The one that helped me the most for addition is Alien

Shootout, the one that helped me the most for subtraction was Math Man. I like Tugboat addition

because I like how you had to click on the right answers to move up.”

Anonymous First Grade Student # 2 “The one that helped me the most was probably Math Man

for subtraction and the one that helped me the most in addition was probably Tugboat Addition.

Anonymous First Grade Student # 3 “I liked Math Man because you can eat the numbers and

you get to chase ghosts. I liked Tugboat Addition because you can be on a team with other

classmates and you can add numbers and be on the same team.”

Anonymous First Grade Student #4 “The addition game that was the most fun was Tug-of-War

addition and the one that helped me was Tug-of-War addition. The one that was the most fun for

subtraction was Math Man and the one that helped me the most was Math Man too.”

Anonymous First Grade Student #5 “Tugboat helped me a lot with my addition and it was the

most fun. Math Man helped me with the same thing and it was fun too.”

Anonymous First Grade Student # 6 “For the subtraction game, Puzzle Pieces helped and for

addition is Tugboat. You guys should really try those out, because they are really fun.”

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