Understanding Student and Teacher Perceptions of a Checking for Accuracy Method in Algebra Class

Mathematics encompasses learning from one’s mistakes and developing accuracy with problem-solving. This action research study analyzed the classroom teacher’s and students' perceptions of a checking for accuracy math method that was implemented in an eighth-grade algebra classroom. Additionally, the researcher wanted to understand how the participants felt about the accuracy method and its influence on students’ attitudes toward math and mastery of math concepts. Student surveys, individual teacher (with student artifacts) and student interviews and focus groups (with individual artifacts) were the qualitative data collected using the constant comparative method. Descriptive statistics was used to collect quantitative data with calculated student survey responses about their opinions of this method. The students and teacher perceived students’ learning benefitted more when utilizing this method because it altered their attitudes, comprehension, and confidence. Additionally, participants expressed how this method immediately helped them adjust their problem-solving processes and develop accurate information for learning.