THE EUCLID PROJECT Improving Middle Years Student Engagement with Mathematics through Action Research Final Report Associate Professor Catherine Attard The Centre for Educational Research Author Catherine Attard, Centre for Educational Research, Western Sydney University Preferred Citation Attard, C. (2018). The Euclid Project: Improving Middle Years Student Engagement With Mathematics Through Action Research. Final Report. Western Sydney University. ISBN: 978-1-74108-472-6 eISBN: 978-1-74108-473-3 COMMONWEALTH OF AUSTRALIA Copyright Regulations 1969 WARNING This work is copyright. This work may be reproduced for private study, research or educational purposes and as permitted under the Copyright Act 1968 of the Commonwealth of Australia. Commercial copying, sale, hiring or lending is prohibited. Apart from the permitted uses as stated above no part of this work may be reproduced by any process without the written permission of Western Sydney University. This work has been sponsored by NSW Department of Education, Queanbeyan Network. Any permitted reproduction must include a copy of this copyright notice and must acknowledge the sponsors. CONTENTS ACKNOWLEDGEMENTS iii EXECUTIVE SUMMARY iv INTRODUCTION 1 Background 2 The Euclid Project 5 Evaluation Design and Methods 9 GROUP 1: COOMA/JINDABYNE/MONARO 15 Group 1: Processes and Outcomes 16 Group 1: Students’ perceptions of mathematics 22 Group 1: Teachers’ perceptions of the action research process 24 Group 1: Next Steps 24 GROUP 2: JERRABOMBERRA/BUNGENDORE/KARABAR 26 Group 2: Processes and outcomes 27 Group 2: Students’ perceptions of mathematics 31 Group 2: Teachers’ perceptions of the action research process 32 Group 2: Next Steps 33 GROUP 3: QUEANBEYAN EAST/SOUTH/WEST 34 Group 3: Processes and outcomes 34 Group 3: Students’ perceptions of mathematics 36 Group 3: Teachers’ perceptions of the action research process 37 Group 3: Next Steps 38 GROUP 4: KARABAR DISTANCE EDUCATION CENTRE 40 Group 4: Processes and Outcomes 41 Group 4 teachers’ perceptions of the action research process 42 GROUP 5: QUEANBEYAN HIGH SCHOOL 43 Group 5: Processes and Outcomes 43 Group 5: Students’ perceptions of mathematics 46 Group 5: Teacher’s perceptions of the action research process and projects? 46 Group 5: Next Steps 47 SUMMARY AND DISCUSSION 48 Can the implementation of a range of action research projects within and across schools from the same school district promote change in the teaching and learning of middle years mathematics? 49 Did students’ perceptions of mathematics change as a result of the action research projects? 50 What were the teachers’ perceptions of the action research process and projects? 50 Observations of the Teachers’ Action Research Processes 51 Shifting Teacher Perceptions of Mathematics 52 From Student Engagement to Teacher Engagement 53 The Role of Leadership 54 Observations from the Outside 54 RECOMMENDATIONS 56 REFERENCES 57 ACKNOWLEDGEMENTS Funding for this study, The Euclid Project: Improving Middle Years Student Engagement with Mathematics through Action Research, was provided by the New South Wales Department of Education, Queanbeyan Network. The views expressed in this report may not be representative of the funding body. The author wishes to express her sincere thanks to the Queanbeyan Network Director, Matthew Brown, for his initiation and support of this project, the teachers who volunteered to participate, their principals, and the students who took part in focus groups. I also wish to express sincere thanks to John Ley who assisted with data collection and provided advice and feedback to the teachers in regard to mathematic s teaching and learning. EXECUTIVE SUMMARY This report provides the findings of a study designed to investigate the effectiveness of a NSW Department of Education Queanbeyan Network initiative to promote and support teacher action research in middle years mathematics education. The process of action research requires teachers to identify a problem of practice and formulate, carry out, and evaluate a plan of action in order to improve educational outcomes. The intent of this initiative was to address low levels of student engagement and achievement in mathematics from late primary and across the transition to the early secondary years within the Queanbeyan Network. Associate Professor Catherine Attard from Western Sydney University, and a research assistant, Mr John Ley, worked with 10 primary and 13 secondary teachers from NSW public schools in the Queanbeyan Network from August 2016 to November 2017. In 2016 the teachers participated in two professional learning sessions relating to effective pedagogy in mathematics education and the action research process. In 2017 the 23 teachers formed five action research groups and conducted their research from February to November. Teacher group interviews were conducted four times (once a term) and student focus groups were conducted twice (Terms 2 and 4). An action research showcase was conducted in Term 4 and the research groups also submitted a formal written research report to the research team. Findings Participation in action research resulted in varying degrees of change in the practices of the majority of the teachers involved. These changes led to some improvement in student engagement and improvements in teacher engagement. The key findings were as follows: In relation to teaching mathematics The amount of change resulting from action research varied from group to group Shifts that occurred in teacher practice resulted in a stronger emphasis on teaching through the processes of mathematics (Working Mathematically) rather than focusing solely on the teaching of content Teachers gained a deeper understanding of the mathematics curriculum and its application in middle years classrooms Mathematical problem-solving including comprehension and strategy development emerged as a common research focus amongst each of the groups In relation to action research The groups working collaboratively across schools gained significant benefits of greater confidence and satisfaction in teaching mathematics The majority of teachers reported their personal engagement with the teaching of mathematics had increased as a result of their participation in the Euclid Project Groups that involved collaboration between primary and secondary schools gained greater insight into issues relating to transition and mathematics Collaboration across primary and secondary settings led to shared practices and a common language relating to mathematics The levels of support of school leadership influenced the levels of success of each of the research groups Teachers began to understand the process of action research as a practice changing practice The findings from this study indicate that the participating teachers had begun to make progress in relation to improving their practices to ultimately improve the student experience during the middle years and in the critical period of transition from primary to secondary schooling. Although varying levels of success were experienced, the teachers had begun their journeys as reflective practitioners working in partnership with colleagues within and across schools. The following is a set of recommendations arising from the findings. Recommendations Future professional learning opportunities in mathematics within the Queanbeyan network and beyond should focus on strengthening teachers’ understanding and implementation of the Working Mathematically strand to ensure it forms the core of their mathematics teaching. To assist in developing deeper conceptual understandings and problem solving skills school leadership should support teachers to focus on developing student conceptual understanding as opposed to timing teaching and learning according to the demands of scope and sequence documents. Teachers who were successful in their action research within the Euclid Project are encouraged to become mentors to other teachers within or across schools in order to promote a culture change in relation to mathematics education practices. Student voice in relation to mathematics teaching and learning should have more prominence in relation to programming, planning, and pedagogy in mathematics. Continuation of the relationships between the primary and secondary mathematics teachers who participated in the Euclid Project is strongly encouraged and should be supported by school leadership. Further opportunities for collaboration across the middle years of mathematics is strongly encouraged to ensure alignment in pedagogical practices. Support for participating teachers to continue developing the practice of action research is strongly recommended to ensure action research is an ongoing aspect of practice rather than perceived as a finite project. The use of an external critical friend in future initiatives is recommended to ensure accountability and to provide additional expert advice and support. Future iterations of cohort based action research should include an expression of interest process to ensure participants and school leaders are committed to the process. INTRODUCTION The Euclid Project was conducted in the Queanbeyan Network of NSW Department of Education schools. This project was initiated by the Network Director, Matthew Brown, against a backdrop of falling standards in mathematics at local, state and national levels. (Dinham, 2013; Masters, 2016). The project was the result of the Director’s vision and a series of conversations and meetings with colleagues and