Education Commons^™

Rural Elementary Educator Perceptions About Mathematics Instructional Resources And Strategies, Kristina Gabrielle Anderson

Walden Dissertations and Doctoral Studies

An increasing number of students in a rural elementary school have not met the mathematics proficiency benchmark. Despite these changes made to mathematic curriculum and instruction, student data continued to indicate an increasing number of students in Grades 3–6 had not met the mathematics proficiency standard. The purpose of this study was to investigate perceptions of elementary mathematics teachers in Grades 3–6 and administrators regarding instructional resources, strategies used to teach mathematics, and professional development for teaching mathematics. Archer and Hughes’ concept of explicit instruction formed the conceptual framework that guided this study. The research questions for this study addressed …

Elementary Teachers' Perceptions Of Mathematics Instruction In Montessori And Traditional Classrooms, Linda Kofa

Walden Dissertations and Doctoral Studies

Abstract

Students in grades 3 and 4 attending a traditional public elementary school in a northeastern state did not meet proficiency levels in mathematics as measured by the state's assessment system. Published reports indicated that students attending the Montessori programs were more proficient in solving math problems compared to students in traditional schools. However, researchers had not compared Montessori and traditional teachers' perceptions of teaching elementary mathematics. The purpose of this qualitative case study was to explore the perceptions of traditional and Montessori teachers regarding teaching basic problem solving skills in mathematics. Koehler and Grouws' model provided the theoretical framework. …