OUR EDUCATIONAL LEADERSHIP JOURNEY FIRST YEAR SECOND YEAR • Leadership Academy • 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 academic performance in the 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 to enhance students academic achievement about geometric solid volume concepts. Quasi experimental design. Pre and post tests were administered to measure 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 • NCTM conference at Philadelphia 12 6 4 2 0 Acknowledgement: This material is based upon work supported by the National Science Foundation under Grant No. DUE-0934820 and DUE- 1038166