In the real world, however, my inquiry process stalled for a couple of reasons. Firstly, completing the testing was incredibly time consuming. Secondly, the results brought an unexpected outcome - four of my original group of 6 students tested at “well below” i.e. 2+ years behind their required level. The immediate implication of this was that I needed to choose a new priority group at the 'below' level. The logic, as outlined in a previous post, being that it is easier to shift students at the ‘below ‘ (i.e 1 year behind their required level) than those who are under performing at ‘well below’.
Looking head to Term 3, I will use the recent data to identify a new group of 'below' students. I can then proceed to test out my revamped focus question - the extent to which the format of maths problems will influence the problem solving abilities of my target students.