Date of Conferral

2022

Degree

Ph.D.

School

Education

Advisor

Donna Gee

Abstract

Mathematics achievement levels in the middle school grades have reportedly been below proficiency for students in the United States. The math workshop model has been identified as a possible approach to increase student achievement in mathematics. The purpose of this generic qualitative study, guided by Mezirow’s transformative learning theory, focused on understanding middle school teacher perceptions of the implementation of the math workshop model. The five research questions addressed middle school teacher perceptions of the implementation and influence of the math workshop and how it had transformed their understanding of teaching mathematics. Data were collected through semistructured interviews with nine teachers. Data were analyzed using a content analysis approach, which included developing a coding framework to identify themes. Five themes related to the research questions were identified during the data analysis process. These were as follows: provides structure, shifts the focus on students, time is essential, challenges, and communication. These findings confirmed that the participants perceived that the math workshop model provided structure and shifted the focus on the students, which, in turn, influenced teachers’ instructional practices. Collaboration could provide an avenue for the sharing of instructional strategies as well as for addressing challenges, such as time, that teachers face when implementing the math workshop. It is also recommended that future studies be conducted with a larger sample employing mixed methods. Findings could contribute to positive social change by providing guidance to teachers in implementing the math workshop model to enhance students’ achievement levels.

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