Date of Conferral
Doctor of Education (Ed.D.)
Mathematics scores of middle school students are a major concern for educators, community leaders, parents, and other stakeholders. The purpose of this qualitative case study was to examine the perceptions of teachers regarding (a) Voyager Math (VM) as a tool to improve students' academic performance and (b) their ideas about its implementation. The theoretical foundation was guided by the theories of discovery learning, sociocultural theory, expectancy theory, and social constructivism. The research questions addressed how teachers in Grades 6-8 implemented the VM program and perceived mathematics learning effectiveness. Data collection included administrator and teacher interviews, classroom observations, and related documents of one middle school in a single southeastern school district. Twelve purposefully selected 6-8 grade mathematics teachers and 2 administrators participated in classroom observations and semistructured interviews at the research site to provide triangulated data. Data were recorded and transcribed, then analyzed and coded for themes. Teachers and administrators agreed that the VM program was an effective remedial mathematics program. The results revealed differences in remedial mathematics teaching strategies, how students are grouped according to mathematics scores, and an overall emphasis placed on mathematics throughout the school. The implications for social change include educational leaders implementing relevant professional development classes and understanding teachers' experiences.