Date of Conferral

2023

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Antoinette Myers

Abstract

Many states use research-based mathematics curricula as an instructional tool to improve mathematics performance outcomes on state assessment scores. The problem was that despite the implementation of a research-based curriculum, students at XYZ Elementary School (pseudonym) had underperformed on the Partnership for Assessment of Readiness for College and Careers standardized mathematics tests since 2018. The purpose of this basic qualitative study was to discover the implementation practices of teachers using the Eureka Mathematics Curriculum to improve student outcomes at XYZ Elementary School. Dewey’s experiential learning theory was used to support and explore ideas involving the influences of curriculum implementation on teacher practices. A central research question was used to address mathematic practices teachers implemented via the Eureka Mathematics Curriculum. The basic qualitative research design was used to explore the implementation practices of five mathematics teachers through interviews. Data were analyzed through open coding and compiling a matrix for review and reflection of themes and patterns. Themes included improving mathematics teaching and implementation proficiencies, roles of stakeholders in lack of mathematics success, and mathematics curriculum tools and resources. Findings may promote positive social change by identifying and improving practices for mathematics instruction to help increase student achievement.

Download

Share

 
COinS