Date of Conferral
The spatial-temporal math (ST Math) technology program was developed to address mathematics deficiencies experienced by students. However, the advantages and challenges of implementing ST Math for middle school students and teachers had not been examined. This single case study of 7th and 8th grade students’ performance after using the program had 2 purposes. The 1st was to ascertain teachers’ and administrators’ perceptions of the advantages and challenges of implementing the ST Math program. The 2nd was to see what a descriptive analysis of students’ test results indicated about performance of students using the program. Vygotsky’s activity theory, Mayer’s cognitive theory of multimedia learning, and 21st century skills theory provided the conceptual framework. Data sources included semistructured interviews and students’ test scores. Interview participants were 3 teachers and 2 administrators from a middle school in the Southern United States. Using NVivo software, interview data were analyzed via open and axial coding, and themes and patterns were identified. Student test scores were analyzed descriptively (include the tests and N). Results indicated that teachers and administrators agreed the ST Math technology program contributed to students’ mathematics proficiency. Students’ state standardized test scores showed fluctuation in scores for the first 4 years longitudinally, while ST Math pretests and posttests each year indicated a progression in students’ learning. This study contributes to social change by informing educational leaders, educators, policy makers, decision makers and stakeholders about the usefulness of the ST Math program with 7th and 8th -grade students.
Zekeri, Lilian Uneojo, "Perceptions and Test Results of Spatial-Temporal Math in Middle School" (2020). Walden Dissertations and Doctoral Studies. 8594.