Keywords
Algebra, Geometry, Middle School Mathematics, Middle School Pathways, Algebra in Middle School
Abstract
ABSTRACT
This qualitative content analysis study examined different middle school mathematics pathways from a large urban district in Florida to determine possible gaps in the accelerated pathways and differences between the district’s learning targets and Florida’s Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards. Additionally, the accelerated pathways were compared to the Southern Regional Educational Board (SREB) 12 Indicators to identify possible missing content necessary to succeed in Algebra I Honors and Geometry Honors. The study aimed to answer three research questions: (1) In what ways do Florida’s B.E.S.T. Standards included in the non-accelerated and accelerated pathways for middle school mathematics differ in a large urban school district in Florida? (2) Which of the SREB 12 Indicators are absent from the accelerated pathways in middle school in a large urban school district in Florida? and (3) In what ways do Florida’s B.E.S.T. Standards differ from the district’s learning targets in the non-accelerated pathway for middle school mathematics in a large urban school district in Florida?
Data collected included the sixth through eighth grade Florida’s B.E.S.T. Standards for Mathematics and the 2022-2023 learning targets from a large district in Florida. The SREB 12 Content-Specific Readiness Indicators that classify the skills necessary for a student to be successful in Algebra were used as coding tools. Findings suggest that in most of the pathways available for students in middle school, students miss half of the seventh-grade standards, the entire eighth-grade standards, or half of the seventh-grade and the entire eighth-grade standards. The study also found inconsistencies between the district’s learning targets and Florida’s B.E.S.T. Standards for Mathematics. Likewise, the study suggests that the students who follow three main accelerated pathways (Mixed Pathway One, Mixed Pathway Two, and Doubled-Accelerated Pathway) do not receive all the content needed to succeed in Algebra I and Geometry as recommended by the SREB 12 Indicators. The results from this study can be used to improve or develop a middle school mathematics curriculum that considers the impact of the standards missed during accelerated pathways and provides all students with access to the necessary skills to succeed in Algebra I Honors and Geometry Honors.
Completion Date
2024
Semester
Summer
Committee Chair
Dixon, Juli K.
Degree
Doctor of Education (Ed.D.)
College
College of Community Innovation and Education
Department
Department of Learning Science and Educational Research
Degree Program
Curriculum and Instruction with a Specialization in K-8 Mathematics Education
Format
application/pdf
Identifier
DP0028537
URL
https://purls.library.ucf.edu/go/DP0028537
Language
English
Release Date
8-15-2024
Length of Campus-only Access
None
Access Status
Doctoral Dissertation (Open Access)
Campus Location
Orlando (Main) Campus
STARS Citation
Diaz Reyes, Yeidi, "A Content Analysis of the Mathematics Curriculum Progression for Students Taking Algebra I and Geometry Honors Before High School" (2024). Graduate Thesis and Dissertation 2023-2024. 332.
https://stars.library.ucf.edu/etd2023/332
Accessibility Status
Meets minimum standards for ETDs/HUTs