Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Dr. Nancy Williams

Abstract

A problem exists at the local site that classroom practices are not adequately preparing English language learners (ELLs) for academic success in the area of mathematics, and since the implementation of the Common Core State Standards for Mathematics (CCSS-M), there has been a lack of progress in mathematics proficiency for ELLs. The purpose of this basic qualitative study was to explore elementary educators’ perceptions of CCSS-M implementation and its impact on math proficiency for ELLs at a Title I elementary school bordering a large urban area. Perceptions may influence beliefs and attitudes regarding CCSS-M implementation with ELLs, but little research has been done on these perceptions, so more research was necessary to understand the way educators perceive the CCSS-M for ELLs. This basic qualitative study was guided by Ernest’s theory of knowledge, beliefs, and attitudes of the mathematics teacher. Semi structured interviews were conducted with 13 elementary classroom educators who taught mathematics to provide insight into their perceptions of the implementation of the CCSS-M, math proficiency, and facilitators/barriers to implementation for ELLs. Data were analyzed thematically based on the relevant elements of Ernest’s theory. Findings revealed that educators perceived the implementation of the CCSS-M as difficult, which may be due to inadequate preparation, so a targeted professional development was designed. Findings showed that ELLs were making progress with mathematics proficiency, but the majority were still struggling with many of the standards. Language, word problems, and other mathematical issues were barriers, whereas mathematical scaffolds, strategies, and interventions were facilitators. The implications for positive social change and local application will help ELL students become more successful.

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