Jeremy Combs EDUC 6607

Module 5: Scaffold 2

Pretest Rationale and Results:

Last week, I designed the pretest and administered it to the 13 students in my 4 th Period Accelerated Algebra 1/Geometry
A class. It was designed to assess their current problem-solving ability and strategies. The pretest was an extension of
exponentials, which we are currently covering, but the problem was something they have not seen before in class. I had
them solve the problem and then explain their problem-solving strategy. The results of the pretest and data are attached.
As I analyzed the pretest, I was looking for whether they were able to get the correct answer. I then looked at their work
to see if they used appropriate math rules and conventions. Finally, I looked at whether they could articulate a problem-
solving strategy or thinking process. Throughout the design portion of the pretest, I was in constant communication
through text and email with my group members to get feedback and to discuss the results. Our group met via Zoom on
February 18th and shared ideas to include how we would move forward with the first scaffold.
Scaffold 1:
I was surprised that despite several students getting the correct answer, only 1 student showed their steps in doing the
math correctly, and none of the students described their solving strategy. Instead, at best, they listed the steps they used
to solving the problem. It was clear that they had no understanding of what the problem was meant to accomplish, how it
fit into their understanding of exponentials, or even the mathematical principles behind the problem. For this reason, I am
going to be focusing on the following scaffold for next week:
 Reduce the number of steps required to solve a problem by simplifying the task, so that the student can manage
components of the process & recognize when a fit with task requirements is achieved.
I am going to teach them the first step of Polya’s Method for Problem Solving and we are going to look at some new
problems. We will work on fully understanding what the problem is asking to find, what prior or foundational math
concepts we need to be able to solve, and what a correct answer might actually look like. I will base the next scaffold on
how well they can apply this concept on this week’s problems. If they do well, the next step would be to work on planning
to solve problems, if they still struggle with the understanding component, I will backtrack and try something new.