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Articles 1  30 of 57
FullText Articles in Education
Effect Of The Mathematics Workshop Model On Middle School English Language Learners’ Achievement, Khethiwe Hudson
Effect Of The Mathematics Workshop Model On Middle School English Language Learners’ Achievement, Khethiwe Hudson
Walden Dissertations and Doctoral Studies
AbstractMost English learners (ELs) face challenges upon entering schools in the United States. The problem addressed in this study was that more than half of middle school ELs did not reach basic proficiency on their mathematics inventory in a MidAtlantic school district between 2017 and 2022. The purpose of this quantitative study was to investigate the differences in the Spring mathematics inventory scores between lowEnglish functioning middle school ELs (Level 1 entering and Level 2 emerging) and medium functioning middle school ELs (Level 3 developing and Level 4 expanding) who were instructed in the mathematics workshop model for 18 weeks …
Effect Of The Mathematics Workshop Model On Middle School English Language Learners’ Achievement, Khethiwe Hudson
Effect Of The Mathematics Workshop Model On Middle School English Language Learners’ Achievement, Khethiwe Hudson
Walden Dissertations and Doctoral Studies
AbstractMost English learners (ELs) face challenges upon entering schools in the United States. The problem addressed in this study was that more than half of middle school ELs did not reach basic proficiency on their mathematics inventory in a MidAtlantic school district between 2017 and 2022. The purpose of this quantitative study was to investigate the differences in the Spring mathematics inventory scores between lowEnglish functioning middle school ELs (Level 1 entering and Level 2 emerging) and medium functioning middle school ELs (Level 3 developing and Level 4 expanding) who were instructed in the mathematics workshop model for 18 weeks …
Elementary Teachers’ Perspectives Of Direct Instruction With More Rigorous Mathematics Standards, Sharon Denise Taylor
Elementary Teachers’ Perspectives Of Direct Instruction With More Rigorous Mathematics Standards, Sharon Denise Taylor
Walden Dissertations and Doctoral Studies
AbstractMajestic County Schools (pseudonym), a large southeastern school district, has implemented changes in instruction to align with more rigorous state and national mathematics standards. The rigor of the new standards has led to changes in instruction to help students master the standards with evidence from the statewide standardized test. Although the district has made curricular changes, over onethird of the students in Grades 35 at Flint Elementary are not mastering gradelevel standards. This basic qualitative study focuses on one elementary school within the district. The purpose was to understand how teachers implement direct instruction (DI) strategies in the classroom to …
Charter School, Kindergarten–6, Homeschool Parents’ Perceptions, Experiences, And Strategies For Mathematics Instruction, Wendy How Fayard
Charter School, Kindergarten–6, Homeschool Parents’ Perceptions, Experiences, And Strategies For Mathematics Instruction, Wendy How Fayard
Walden Dissertations and Doctoral Studies
The research problem for this study was the lack of understanding regarding parents’ perceptions of and experiences with mathematics and instructional strategies for kindergarten through sixthgrade (K–6) students in a charter school, homeschool setting. Dewey’s theory of experience and education was the conceptual framework for the study. In this basic qualitative study, charter school homeschool parents’ perceptions about providing mathematic instruction for K–6 students, experiences with instructing K–6 students in mathematics, and choices and adjustments concerning mathematics teaching strategies were examined. Twelve participants took part in semistructured interviews on the Zoom platform. Their interview responses were analyzed qualitatively using coding …
Mathematics Teachers’ Pedagogical Content Knowledge And Its Relation To Student Achievement, Michelle Emmalyn PetersGeorge
Mathematics Teachers’ Pedagogical Content Knowledge And Its Relation To Student Achievement, Michelle Emmalyn PetersGeorge
Walden Dissertations and Doctoral Studies
Students' performance in national assessments of mathematics at Grades 2, 4, and 6 has been a cause for concern in the Eastern Caribbean. Researchers have called for studies to focus on primary mathematics teachers' pedagogies rather than on laptops and curriculum; however, it is unclear how primary mathematics teachers' pedagogical knowledge influences these student’s achievement. The purpose of this quantitative study was to investigate the relationship between primary mathematics teachers' pedagogical content knowledge (mathematical knowledge for teaching, quality of instruction, and pedagogical qualifications) and student achievement, measured by national assessment scores in Grenada, controlling for teachers’ age, gender, and experience. …
District Scores And Demographics As Predictors Of State Mathematics Assessment Scores, Carlos Alexander Bocel
District Scores And Demographics As Predictors Of State Mathematics Assessment Scores, Carlos Alexander Bocel
Walden Dissertations and Doctoral Studies
Prior research in mathematical assessments has indicated varying results of predictive variables and further research has been recommended to support students, parents, teachers, and school administration. The purpose of this research was to determine how well a student’s performance on a mathematics domain at the state level may be predicted based on student’s midyear and end of the year assessment scores, race, gender, and socioeconomic status. The constructivist theoretical foundation was reviewed because of the impact that this theory has on the assessments being researched. Archival records (n = 100) for eighth grade students were received from suburban South Florida …
The Effect Of Coding Classes On Mathematics Achievement Of Preschool Students, Ebru Hacer Erbilgin
The Effect Of Coding Classes On Mathematics Achievement Of Preschool Students, Ebru Hacer Erbilgin
Walden Dissertations and Doctoral Studies
The problem that inspired this study is that Turkish students’ mathematics rankings on global exams such as The Program for the International Students Assessment (PISA) and Trends in International Mathematics and Science Study (TIMMS) had been below the average for many years, a problem that may have rooted in children’s early experiences with mathematics. The purpose of this quantitative pretest posttest quasiexperimental control group study was to determine the effect of computerprogramming classes with Code Studio on mathematics scores of preschool students. Siemens’s connectivism theory for the digital age formed the foundation for this research. A single research question regarding …
Teacher Understanding Of Instructional Strategies In Elementary Mathematics, Erica Boatwright Glover
Teacher Understanding Of Instructional Strategies In Elementary Mathematics, Erica Boatwright Glover
Walden Dissertations and Doctoral Studies
Synergizing Elementary School (pseudonym) consistently experiences low staterequired mathematics test scores in grades 3 and 4 below district and state proficiency rates in mathematics. The purpose of this qualitative case study was to investigate what instructional practices used by Grade 3 and Grade 4 teachers are, aligned or not aligned, with researchbased planning, standardsbased instruction, attention to conditions of learning, and professional responsibilities of teachers to support students’ achievement in mathematics. This study's conceptual framework was grounded in Robert Marzano's model of teaching effectiveness called the focus teacher evaluation model. Data for this case study were gathered from semistructured interviews …
District Scores And Demographics As Predictors Of State Mathematics Assessment Scores, Carlos Alexander Bocel
District Scores And Demographics As Predictors Of State Mathematics Assessment Scores, Carlos Alexander Bocel
Walden Dissertations and Doctoral Studies
Prior research in mathematical assessments has indicated varying results of predictive variables and further research has been recommended to support students, parents, teachers, and school administration. The purpose of this research was to determine how well a student’s performance on a mathematics domain at the state level may be predicted based on student’s midyear and end of the year assessment scores, race, gender, and socioeconomic status. The constructivist theoretical foundation was reviewed because of the impact that this theory has on the assessments being researched. Archival records (n = 100) for eighth grade students were received from suburban South Florida …
Third Grade Math Teachers’ Perceptions Of Their Preparedness To Teach The Standards For The Staar Math Test, Diana L. Everman
Third Grade Math Teachers’ Perceptions Of Their Preparedness To Teach The Standards For The Staar Math Test, Diana L. Everman
Walden Dissertations and Doctoral Studies
Teacher professional development (PD) is acknowledged as an effective approach for changing teachers’ beliefs, practices, and behaviors to raise student academic achievement. A rural school district identified that 3rd grade math teachers felt inadequately prepared to teach the College and Career Readiness and Academic Standards (CCRS) standards for the state math assessment (STAAR). The purpose of this basic qualitative study was to explore third grade math teachers’ perceptions of their preparedness to meet the demands of the new third grade STAAR math test. Vygotsky’s constructivist theory from an adult learning perspective and Bandura’s selfefficacy theory guided the study. The research …
Mymathlab And Nontraditional Students' Attitudes Toward Technology In Mathematics, Lisa Sherry Olsen
Mymathlab And Nontraditional Students' Attitudes Toward Technology In Mathematics, Lisa Sherry Olsen
Walden Dissertations and Doctoral Studies
Nontraditional students, who often do not have a background in computer usage, are a growing population in higher education. These students are often ill prepared for success in mathematics courses due to attitudes toward mathematics and the use of technology in the learning process. Researchers have looked into the needs of nontraditional students in academic settings but have not focused on nontraditional students' use of adaptive learning components, such as Pearson's MyMathLab (MML), in blended classrooms. The purpose of this sequential explanatory mixedmethods study was to explore the difference in nontraditional students' attitudes toward math and the use of technology …
Middle School Teachers’ Use Of Technology To Transform Mathematics Instruction, Camille Georgia James
Middle School Teachers’ Use Of Technology To Transform Mathematics Instruction, Camille Georgia James
Walden Dissertations and Doctoral Studies
AbstractIncorporating technology into instructional practices is needed to cultivate learners who are digitally competent to function in a society in which technology keeps evolving. The problem that exists at the study site is that although technology is available, it is primarily being used to enhance learning rather than transform learning. Transforming the teaching learning process, requires the use of technology to modify and redefine learning. Therefore, the purpose of the study was to explore the extent to which middle school mathematics teachers in a PreK–8 independent day school in Denver, Colorado use digital technology as a transformative learning tool in …
Rural Elementary Educator Perceptions About Mathematics Instructional Resources And Strategies, Kristina Gabrielle Anderson
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 …
Instructional Leadership Of Elementary School Principals Regarding Proficiency In Mathematics, Melvinia Robinson
Instructional Leadership Of Elementary School Principals Regarding Proficiency In Mathematics, Melvinia Robinson
Walden Dissertations and Doctoral Studies
Elementary school principals, as instructional leaders, are critical to improving
mathematics proficiency. The research problem was that elementary school principals are
inconsistently applying instructional leadership to support mathematics teachers' efforts
to improve students' proficiency. The purpose of this qualitative case study was to
understand how elementary school principals apply instructional leadership to support
mathematics teachers in their efforts to improve student proficiency in mathematics. The
conceptual framework was the instructional leadership model of Hallinger and Murphy,
which defines three main dimensions of instructional leadership: (a) the school mission,
(b) the instructional program, and (c) the school climate. The research question …
Effectiveness Of Ilearn As A Formative Assessment Tool In Title I Middle Grade Mathematics, Christopher George Atkinson
Effectiveness Of Ilearn As A Formative Assessment Tool In Title I Middle Grade Mathematics, Christopher George Atkinson
Walden Dissertations and Doctoral Studies
Because students in two Georgia middle schools, Grades 6 through 8, performed poorly in standardized mathematics testing during the 201617 school term, the district sought improvements by using the computerassisted formative assessment tool iLearn. The purpose of this quantitative project study was to determine whether the use of iLearn predicted increased mathematics achievement and to support professional development sessions for teachers to improve their pedagogy. With the theoretical framework of mastery learning theory, the study addressed the effectiveness of iLearn as a formative assessment tool, hypothesizing a positive relationship between iLearn and endofgrade (EOG) assessment scores; a moderating effect of …
Understanding The Effects Of Mathematics Professional Development On Teachersâ Perceptions Of Mathematics, Mike Flynn
Understanding The Effects Of Mathematics Professional Development On Teachersâ Perceptions Of Mathematics, Mike Flynn
Walden Dissertations and Doctoral Studies
Negative mathematics perceptions may affect how teachers teach the subject, how much time they spend on the subject, and how well they teach it. The problem that grounded this study was that although anecdotal evidence showed that teachersâ experience with professional development (PD) courses in mathematics teaching improved their perceptions of mathematics, there was a lack of data regarding how PD affects changes in teachersâ perceptions. The study purpose was to gain a deeper understanding of what elements of a PD course have the greatest effect on improving teachersâ perceptions of mathematics. Piagetâs constructivist and Vygotskyâs socioconstructivism theories made up …
The Relationship Between Professional Development, Instruction, And Student Achievement In Elementary Mathematics, Linsey Sims
The Relationship Between Professional Development, Instruction, And Student Achievement In Elementary Mathematics, Linsey Sims
Walden Dissertations and Doctoral Studies
Many school districts acknowledge professional development (PD) as an approach that can change teaching practices and improve student achievement. Because elementary teachers often struggle to provide instruction for mathematical proficiency, the purpose of this quantitative study was to examine the strength of the relationships among teacher participation in math PD courses, Texas Teacher Evaluation and Support System (TTESS) implementation scores, and student achievement. The theoretical framework for the study is based on Guskey’s model of teacher change. The research questions pertained to the strength of the relationship between the following pairs of variables: (a) teacher participation in math PD and …
Community College Students' Perceptions Of Developmental Mathematics And Influences On Persistence, Sumithra S. Iyer
Community College Students' Perceptions Of Developmental Mathematics And Influences On Persistence, Sumithra S. Iyer
Walden Dissertations and Doctoral Studies
The increase in the dropout rates associated with developmental mathematics classes in 1 Texas community college provoked the need for this study. The purpose of this case study was to explore students' reasons for dropping out of developmental mathematics and what might have helped them be successful. Tinto's model of student attrition, which is characterized by students' social and academic integration affecting their retention in the college, provided the conceptual framework for the study. The research questions addressed the students' perceptions of both why they dropped out of developmental mathematics courses and what might have helped them to successfully complete …
MiddleSchool Mathematics Teachers' Use Of Formative Assessment Data, Shawana T. Green
MiddleSchool Mathematics Teachers' Use Of Formative Assessment Data, Shawana T. Green
Walden Dissertations and Doctoral Studies
A school district located in the southeastern United States uses benchmark tests as formative assessment to provide teachers with data to differentiate their instruction to meet the individual needs of students in their classrooms. Despite this effort, student achievement in mathematics in this school district has not improved. The purpose of this study was to gain an understanding of how middlegrade mathematics teachers used the benchmark results as formative data to guide instruction and meet student needs. The conceptual framework that grounded this study was the model of formative assessment developed by Black and Wiliam. For this basic qualitative study, …
A Qualitative Study Of Instructional Practices For English Learners In Elementary Mathematics, Katie Corinne Baum
A Qualitative Study Of Instructional Practices For English Learners In Elementary Mathematics, Katie Corinne Baum
Walden Dissertations and Doctoral Studies
It is important for elementary teachers to provide quality mathematics instruction for English Learner (EL) students to close achievement gaps. Elementary mathematics teachers in the Keystone School District were struggling to implement instructional practices for EL students in mathematics as evidenced by communications with teachers, administrators, and documents from the staterequired action plan. The purpose of this study was to explore the instructional practices and the challenges encountered by teachers related to providing mathematics instruction for ELs. The Sheltered Instruction Observation Protocol Model served as the conceptual framework. The research questions focused on the instructional practices that teachers were implementing …
Teacher Beliefs About Providing Instruction For Gifted Students In Inclusive Mathematics Classrooms, Carrie Lynn Kizuka
Teacher Beliefs About Providing Instruction For Gifted Students In Inclusive Mathematics Classrooms, Carrie Lynn Kizuka
Walden Dissertations and Doctoral Studies
Kindergarten  Grade 12 (K12) students identified as gifted in mathematics in the United States are not being appropriately challenged. Teachers are the most important schoolrelated factor that contributes to student success; however, researchers have not explored the experiences of teachers who work with gifted students in inclusive mathematics classrooms. The purpose of this qualitative, transcendental phenomenological study was to explore the lived experiences of K12 teachers who provide instruction for gifted students in inclusive mathematics classrooms. Bandura's social cognitive theory framed the study. Interview data were collected from 12 teachers who provide mathematics instruction for gifted students in inclusive …
Teachers' Perceptions Of The Sustainability Of Mathematics And Science Partnership Professional Development, Robert Harold Alt
Teachers' Perceptions Of The Sustainability Of Mathematics And Science Partnership Professional Development, Robert Harold Alt
Walden Dissertations and Doctoral Studies
The sustainability of improved pedagogy gained through professional development (PD) of mathematics teachers has undergone little empirical study. In a midsized urban school district in the Northeastern United States, all high school mathematics teachers attended a 3year mandatory PD program. Although an external evaluator studied this program immediately after completion, there had been no longitudinal study of the perceptions of its participants regarding the sustained benefits of the program. This qualitative study offered a followup study of the participants in the Math and Science Partnership (MSP) PD program to provide insight to administrators regarding the sustainability of benefits gained through …
EighthGrade Teachers' And Students' Experiences With Ipads In Math Inclusion Classes, Sitembiso Maduma Ncube
EighthGrade Teachers' And Students' Experiences With Ipads In Math Inclusion Classes, Sitembiso Maduma Ncube
Walden Dissertations and Doctoral Studies
Although educators have embraced technology in mathematics inclusion classrooms, students with math learning disabilities (MLD) still have anxiety and negative attitudes about mathematics and score lower than their counterparts. The purpose of this qualitative single case study was to investigate and describe the experiences of middle school 8th grade inclusion iPad math app users. The technological pedagogical content knowledge model, the universal design for learning model, and the experiential learning theory provided the conceptual framework of technology integration. The research questions addressed the experiences of middle school inclusion teachers and students with MLD regarding iPad use in a Common Core …
Teachers' Perceptions About Instructing Underachieving K5 Students On Mathematical Word ProblemSolving, Crystal Yvette Baldwindouglas
Teachers' Perceptions About Instructing Underachieving K5 Students On Mathematical Word ProblemSolving, Crystal Yvette Baldwindouglas
Walden Dissertations and Doctoral Studies
The state of Maryland has implemented the Common Core State Standards for Mathematics (CCSSM) operations & algebraic thinking and number & operationsfractions with emphasis on students in Grades K5 acquiring the ability to solve word problems for state and curriculum math assessments. However, since the implementation of CCSSM, 30% of elementary students in a Maryland school district have demonstrated underachievement (basic or below basic level) on problemsolving sections of the state and school standardized tests. This qualitative case study, guided by Polya's model of the four phases of mathematical problemsolving, was conducted to address this problem. The research questions addressed …
Perceptions Of Faculty Using Mymathlab In Traditional, InSeat Math Classes, Kathleen Gromilovitz
Perceptions Of Faculty Using Mymathlab In Traditional, InSeat Math Classes, Kathleen Gromilovitz
Walden Dissertations and Doctoral Studies
MyMathLab, an online interactive and educational system by Pearson Publisher, was implemented in 2 lowerlevel, traditional inseat algebra courses to provide supplemental, instructional support to students in the fall of 2015 at the college under study. After the first year of use, no significant change in student success was reported, although more students passed intermediate algebra without first taking elementary algebra. The problem addressed in this study was that student results suggested there might be benefits to using MyMathLab that should be investigated. Knowles' theory of andragogy was used in this qualitative case study to gather perceptions of 7 20162017 …
Relationships Of Gender On Mathematics Achievement In High Achieving MilitaryConnected Children, Randi Kay Rose Dalton
Relationships Of Gender On Mathematics Achievement In High Achieving MilitaryConnected Children, Randi Kay Rose Dalton
Walden Dissertations and Doctoral Studies
The purpose of this quantitative correlational study was to describe the relationship between gender and grade level to mathematics achievement for high achieving militaryconnected students in Grades 3 through 9 who attended American public schools between 2012 and 2016. The theoretical framework was based on Sax's research on gender differences in learning. The research questions were: if there was a statistically significant difference between the percentage of militaryconnected students scoring in the top 2 quartiles (at or above the national average) for normal curve equivalent (NCE) mathematics scores on the Terra Nova Third Edition (TNTE) using gender as a predictor; …
Assessment For Feedback And Achievement Growth For Middle School Math Students, Katie Jo Pemberton
Assessment For Feedback And Achievement Growth For Middle School Math Students, Katie Jo Pemberton
Walden Dissertations and Doctoral Studies
Inconsistent math assessment practices do not accurately represent and communicate student mathematics achievement. Because of inconsistencies in assessment practices, local middle school mathematics teachers in an urban school district in the northwestern United States piloted the use of multiple formative assessments. The purpose of this study was to compare mathematics achievement, growth, and course percentage grades for students who have multiple formative assessment attempts compared to students who are not provided multiple assessment attempts. Theoretical foundations originated from Black and Wiliam, supporting the use of formative assessment for a positive impact on student learning. A quantitative, ex post facto quasiexperimental …
Teacher Perceptions Of Professional Learning Communities' Impact On Math Critical Thinking Pedagogy, Elizabeth Ann Daly
Teacher Perceptions Of Professional Learning Communities' Impact On Math Critical Thinking Pedagogy, Elizabeth Ann Daly
Walden Dissertations and Doctoral Studies
U.S. educational leaders struggle with declining mathematics achievement among students as compared to other countries. The problem for this study was low standardized mathematics scores in one district in a major city in the Southwestern United States. The purpose of this sequential explanatory mixed method project study was to analyze the effectiveness of professional learning communities (PLCs) on the mathematics critical thinking pedagogy among teachers in 2 elementary schools. The conceptual framework focused on work by Olivier, Hipp, Huffman, and Hord on the efficacy of PLCs for improving teacher pedagogy. Research questions addressed in this study were designed to explore …
Elementary Teachers' Affective Relationship With Mathematics And Its Influence On Mathematics Instruction, Kelly Kreitzer Sutton
Elementary Teachers' Affective Relationship With Mathematics And Its Influence On Mathematics Instruction, Kelly Kreitzer Sutton
Walden Dissertations and Doctoral Studies
In a South Carolina school district, approximately 45% of 3rd5th grade students performed poorly on the state mathematics test. K5 teachers attended district training to improve mathematics instruction and content mastery, but the training omitted teachers' affective domain in teaching. Teachers' affective relationships with mathematics (ARM) affects content delivery, instructional decisions, and teachers' confidence levels and motivation. The purpose of this sequential mixed methods study was to investigate whether teachers' years of experience, grade levels taught, or past mathematics experiences influenced K5 teachers' ARM, as measured by the ARM survey, and to explore teachers' perceptions of their ARM in instruction. …
A Qualitative Case Study Of Mathematics Teachers' Formative Assessment Feedback, Ryan Rathje
A Qualitative Case Study Of Mathematics Teachers' Formative Assessment Feedback, Ryan Rathje
Walden Dissertations and Doctoral Studies
Formative assessment is supported by research as a process to enhance student learning. A vital aspect in the process is the role of feedback which, based on its use, can support or hinder student learning. The problem addressed in this study was based on the concern of a high school administrator that teachers in the school were not using formative feedback in a manner that supported student learning. The purpose of this instrumental qualitative case study was to explore and understand the assessment and feedback practices of mathematics teachers in a private high school setting. The conceptual framework for this …