Date of Conferral
4-21-2025
Date of Award
April 2025
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Chue Vang
Abstract
The problem was the COVID-19 pandemic-related learning loss of Grade 3–5 students in mathematics within Texas public schools (TPS). Studying this problem was important to address learning loss to avoid other academic issues. The purpose of this basic qualitative study was to explore TPS Grades 3–5 mathematics teachers’ instructional practices and the support needed to improve students’ pandemic-related learning loss. The conceptual framework that was used in this study was learning loss recovery, which consists of evidenced-based practices grouped into four categories: opportunities for additional learning time, assessment, student social and psychological wellness, and support for teachers. This study included a purposive sample gathered through social media of 10 Grades 3–5 teachers who had at least three years teaching mathematics in TPS and who taught before, during, and after the pandemic. Qualitative data from semistructured interviews were thematically analyzed after a priori, open, and axial coding and informed four themes. Results indicated that to address learning loss recovery, TPS Grade 3–5 mathematics teachers (a) used evidenced-based instructional practices, although they were sometimes ineffective; (b) found formative assessment and creating opportunities for additional learning time essential to learning loss recovery, (c) received positive support from school and district administrators during and after COVID-19, but the support was sometimes ineffective, and (d) need professional development and resources tailored to the specific needs of addressing learning loss recovery in mathematics. The study findings emphasize the necessity of comprehensive professional development for positive social change for educators to effectively address learning loss and inequities in mathematics performance among marginalized students.
Recommended Citation
Bynum-Gray, Regina LaShonda, "Elementary Mathematics Teachers’ Experiences Addressing Student Learning Loss" (2025). Walden Dissertations and Doctoral Studies. 17600.
https://scholarworks.waldenu.edu/dissertations/17600
