Keywords
Mathematics Intervention, Best Practices, Teachers' Beliefs, Mathematics Instruction
Abstract
This qualitative study aimed to examine the challenges surrounding the non-exit of first grade students from mathematics intervention programs, particularly focusing on Atlantic Elementary School within the Gulf County Public School District. Against the backdrop of declining mathematics proficiency, exacerbated by the COVID-19 pandemic, this study investigates the effectiveness of mathematics intervention and its alignment with best practices in mathematics instruction. While mathematics intervention aims to support students needing additional support with mathematical concepts, there exists a notable gap in understanding why many primary students do not transition successfully from mathematics intervention on grade level prior to advancing to the subsequent grade level. The research questions driving this study center on comparing the tasks and instructional approaches during mathematics intervention against established best practices and examining the impact of teachers' beliefs on mathematics intervention instruction. The data for this study was collected through surveys, observations, semi-structured interviews, and abstracts with three first grade teachers. The finding revealed instances where tasks lacked complexity and failed to promote mathematical conceptual understanding among students, indicating a misalignment with the Mathematics Teaching Practices. In contrast, some instruction during mathematics intervention demonstrated effective use of tasks that encouraged reasoning and problem-solving, aligning closely with the Mathematics Teaching Practices. Also, teachers who held positive beliefs about the effectiveness of interventions were more likely to implement tasks aligned with best practices and provide meaningful mathematics instruction. Conversely, teachers who expressed uncertainty about interventions tended to adopt less effective instructional approaches. The analysis highlighted the importance of aligning Tier 2 interventions with Mathematics Teaching Practices in mathematics iii instruction and recognizing the role of teacher beliefs in shaping instructional practices. These findings should encourage stakeholders in mathematics education to utilize this insight as a catalyst to implement necessary changes in mathematics education.
Completion Date
2024
Semester
Summer
Committee Chair
Dixon, Juli
Degree
Doctor of Education (Ed.D.)
College
College of Community Innovation and Education
Department
Mathematics (NOYCE)
Degree Program
Curriculum Instruction, Specialization in K-8 Mathematics Education
Format
application/pdf
Identifier
DP0028540
URL
https://purls.library.ucf.edu/go/DP0028540
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
Hart, Lori, "Exploring the Challenges of First Grade Students' Non-Exit from Mathematics Intervention: A Comparative Analysis of Mathematics Instruction and Best Practices During Intervention" (2024). Graduate Thesis and Dissertation 2023-2024. 335.
https://stars.library.ucf.edu/etd2023/335
Accessibility Status
Meets minimum standards for ETDs/HUTs