Date of Conferral

2016

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

David A. Hernandez

Abstract

In 1989, the National Council of Teachers of Mathematics advocated for a reform mathematics approach to mathematics education. Teachers in a large suburban school district in the southeastern United States are expected to use strategies that are consistent with reform mathematics. It is not known whether faculty members of a large elementary school in that district have adopted reform mathematics teaching strategies. Reform mathematics is an endeavor to move away from the traditional, direct instruction approach of the teacher as the sole provider of information toward the teacher as a facilitator of knowledge. Reform mathematics allows students to construct their own understanding through experience. The purpose of this study was to examine the use of reform mathematics through teachers' self-report of current practices and classroom observations. A quantitative survey study design was used that included data collection from a self-report survey and teacher observations. Thirty-one teachers responded to the survey, and 15 of the teachers were observed. The survey results showed overall positive agreement (M = 4.54 on a 6-point Likert scale) with reform mathematics. The observation results revealed that teachers were using reform mathematics strategies in their classrooms. Nonetheless, the results indicated room for improvement. A staff development project was designed to provide teachers with targeted training to implement reform mathematics strategies more fully. This study will initiate social change by introducing and reinforcing current, data-driven teaching techniques to affect positive future student achievement and success.

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