### Action Research: Project Based Learning (PBL) strategy to

```OUR EDUCATIONAL LEADERSHIP JOURNEY
FIRST
YEAR
SECOND
YEAR
• Inductive and deductive reasoning
• NCTM at San Diego
• Inductive and deductive reasoning: classroom transfer
• Mathematical models: linear, quadratic, and exponential
• Classroom visits
• NCTM conference at Indiana
Will the students enhance their
concepts of volume, prism and
cylinder as a result of their
participation in a PBL project?
METHOD
RESEARCH QUESTION
Fellow in the Puerto Rico Master Math Teacher Program (PRMMTP). As
Robert Noyce Fellows we also participated in the Project Maximizing Yield
Through Integration that aims to foster action research and educational
practices (PBL) focused on the solid waste problem in Puerto Rico. Through
this initiative, we have been able to demonstrate our leadership as we have
integrated parents, teachers, students, and the community in general to
work on this project.
PROCEDURE
INTRODUCTION: This poster describes my professional development as a
Action Research: Project Based Learning (PBL) strategy
Quasi experimental design. Pre and post
impact of treatment. Data analysis was
performed using an analysis of variance.
• Student were presented with videos and pictures of
clandestine landfills or big piles of trash, all of them located
within their community.
• Working groups were formed to gather information and share
their perspective on this problem. One of the proposed
solutions was to create a “green area” at the school to recycle.
• The students wrote and presented a theater play to their
peers to encourage and create awareness on the importance
of solid waste management at their school. All wardrobe and
set was made with recycled materials.
Post-test Results
FOURTH
YEAR
FIFTH
YEAR
• Participant in the Project Maximizing Yield Through Integration (MYTI – I3)
• Professional Portfolio as final assessment
• Manuscript to be publish in a Math Journal
• NCTM conference at New Orleans
As a result of the variance test,
significant differences were identified
at the pre and post tests (F= 22.87-,
p = 0.000), indicating that the
intervention had an impact on the
students’ understanding of the
volume, prism and cylinder concepts.
 Control Group
 Experimental Group
10
10
8
7
Mean
• Action Research: : The fractions and the real number line
• Design and implementation of activities on Math content for grades 4-6
• NCTM conference at Denver
RESULTS
THIRD
YEAR
• Mathematical models: linear, quadratic, and exponential
• Mathematical models: linear, quadratic, and exponential – classroom
transfer
• Classroom visits