Task 2: Collecting and Analyzing Data
MSCIN, Western Governors University
A. Problem Statement
My fourth-grade students struggle with applying multi-digit multiplication strategies in word
problems. This issue negatively affects their ability to solve real-world math problems, as multi-
digit multiplication is a fundamental skill for understanding division, fractions, and higher-level
math concepts. A possible cause of this struggle is that the curriculum primarily focuses on
procedural computation rather than conceptual understanding and application in word problems.
B. Existing Data
I have 27 fourth-grade participants, 14 female and 13 male students. The students come from
diverse backgrounds, including White, Hispanic, and African American demographics.
The data were collected in March 2025, ensuring that it reflects students’ current abilities.
The data include both quantitative and qualitative assessments. Quantitative data were collected
from a pre-assessment measuring students' initial understanding, daily exit tickets tracking
, progress, and a post-assessment evaluating overall growth. Qualitative data include teacher
observations and student reflections on their problem-solving approaches.
The primary tools used for data collection were exit tickets and a post-assessment, supplemented
by teacher observations recorded through an observation checklist. These data sources provide
insight into students' understanding of multi-digit multiplication in word problems and highlight
their specific strategies.
MSCIN, Western Governors University
A. Problem Statement
My fourth-grade students struggle with applying multi-digit multiplication strategies in word
problems. This issue negatively affects their ability to solve real-world math problems, as multi-
digit multiplication is a fundamental skill for understanding division, fractions, and higher-level
math concepts. A possible cause of this struggle is that the curriculum primarily focuses on
procedural computation rather than conceptual understanding and application in word problems.
B. Existing Data
I have 27 fourth-grade participants, 14 female and 13 male students. The students come from
diverse backgrounds, including White, Hispanic, and African American demographics.
The data were collected in March 2025, ensuring that it reflects students’ current abilities.
The data include both quantitative and qualitative assessments. Quantitative data were collected
from a pre-assessment measuring students' initial understanding, daily exit tickets tracking
, progress, and a post-assessment evaluating overall growth. Qualitative data include teacher
observations and student reflections on their problem-solving approaches.
The primary tools used for data collection were exit tickets and a post-assessment, supplemented
by teacher observations recorded through an observation checklist. These data sources provide
insight into students' understanding of multi-digit multiplication in word problems and highlight
their specific strategies.
