Enhancing Math Education Through an Action Research Study

• In Event: AERA Roundtable Session Thursday 9:50 am Four Seasons Ballroom 1
  In Roundtable Session: Action Research Methods: Video-Based Case Study, Qualitative, Quantitative, Mixed Methods, and Meta-Analysis/PRISMA (Table 1)

Abstract

This study explores the integration of Kolb’s Experiential Learning Theory, Self-Determination Theory, and Situated Learning Theory in a master's level math education course to improve teaching and learning practices. As a new adjunct instructor, I designed the course independently, employing reflective practices and action research to address mathematical misconceptions and enhance student engagement. Utilizing Padlet for collaborative learning and diverse instructional strategies, the study examines how these frameworks foster autonomy, competence, and relatedness among students. The central research question is: How can an instructor improve student engagement and encourage them to undertake action research? The findings aim to inform future teaching strategies and foster a collaborative, research-oriented culture in math education.

Author

• Seoyeon Lee, University at Buffalo - SUNY