Kemen’s Engagement in the Action Research Spiral: Identifying an Area of Focus

QUESTION

In an action research study conducted in an early childhood education setting, Kemen is engaged in the action research process to address emerging number sense in his classroom. He stated to his colleague, “I believe that manipulatives are a successful mechanism to teach numeracy to young children. I believe it is motivating for them to use toys as their numeracy skills emerge.” Kemen is best illustrating which aspect of the dialectic action research spiral? Group of answer choices Collecting data Analyzing and interpreting data Developing an action plan Identifying an area of focus

ANSWER

Kemen’s Engagement in the Action Research Spiral: Identifying an Area of Focus

Introduction

Action research is a dynamic and iterative process in which educators like Kemen engage to improve their teaching practices and enhance student learning outcomes. This approach involves a dialectic action research spiral consisting of multiple phases. In this context, Kemen is best illustrating the initial phase of the spiral, which is “Identifying an Area of Focus.” In this essay, we will delve into this phase and explain how Kemen’s belief about the effectiveness of manipulatives in teaching numeracy aligns with it.

Identifying an Area of Focus

The first step in the action research process is identifying a specific area of focus or a problem that the educator wishes to address. This phase requires careful consideration and reflection to pinpoint an aspect of teaching and learning that may benefit from improvement. Kemen’s statement, “I believe that manipulatives are a successful mechanism to teach numeracy to young children,” clearly demonstrates his initial identification of an area of focus.

Kemen recognizes that teaching numeracy to young children is crucial, and he has identified manipulatives (such as toys and tangible objects) as a potential mechanism for achieving this goal. This identification signifies his awareness of the importance of early childhood education and his proactive approach to enhancing teaching strategies. It also suggests that he has already thought critically about the potential benefits of manipulatives in fostering numeracy skills among young learners.

Moreover, Kemen’s belief that manipulatives are motivating for children aligns with this phase. Identifying the motivational aspect as a critical factor in the teaching process implies that he is considering not only what to teach but also how to engage and inspire his young students. This is a key aspect of identifying an area of focus, as it goes beyond mere recognition of a problem and delves into the pedagogical approach.

Conclusion

In the dialectic action research spiral, the initial phase involves identifying an area of focus or a specific problem to address. Kemen’s belief in the effectiveness of manipulatives for teaching numeracy to young children and his recognition of their motivational potential illustrate his engagement in this crucial phase. By identifying this area of focus, he sets the stage for the subsequent stages of action research, which will include collecting data, analyzing and interpreting data, and developing an action plan to further explore and enhance the use of manipulatives in his early childhood education setting.