Blog #1 Chapters 1-6

For some reason, the very word ‘research’ fills me with fear. I am not sure why it has this effect on me. Perhaps I can blame it on my mathematical background. My undergraduate coursework often involved rote learning and the manipulation of numbers and theorems. I had very little experience in posing questions, searching for evidence to answer those questions, and then interpreting the results. It is comforting to think that I may not be alone in this feeling of inadequacy. As the authors state in Educational Research: Competencies for Analysis and Application (2009), many people are trained to solve problems rather than to identify problems (Gay, Mills, & Airasian, p. 66). These individuals may be so intimidated by choosing a topic for inquiry that they may not even venture into the uncharted waters of research. I do not want to fall for this! Instead, I am looking forward to using this opportunity to dive deeper into a topic that intrigues me and that will develop my skills as a teacher. After reading Chapter 2 Selecting and Defining a Research Topic, I learned that I can draw on my personal experiences, along with previous studies and theories, to direct my choosing of a topic. In considering potential topics for study, I am thinking back on my methods courses and student teaching. Through various assignments and experiences during these semesters, I found myself asking many questions about pedagogy, classroom management, and the use of multiple instructional strategies. I am curious about studying students’ reliability on calculators or alternative sequencing for teaching a lesson in math (other than the traditional warm-up, review of homework, lecture, and independent practice). I am also particularly interested in studying the incorporation of writing and other curriculums with the math curriculum. I know that I will find the most satisfaction in my research by choosing a topic that will hold my interest and answer one of these personal questions I have related to education.