Date

11-2020

Department

School of Education

Degree

Doctor of Education in Educational Leadership (EdD)

Chair

Lisa Foster

Keywords

Mathematics, Middle Grades, Concept-based, Instructional Strategies, Professional Development

Disciplines

Education | Junior High, Intermediate, Middle School Education and Teaching | Mathematics | Science and Mathematics Education | Teacher Education and Professional Development

Abstract

In a nation with declining enrollment in college math courses, it is important to examine how mathematics is being taught in the K-12 education system and to identify best practices. The purpose of this study was to examine the impact concept-based instructional strategies has on middle school student achievement in mathematics when integrated into the traditional mathematics curriculum. Participants included 424 seventh grade students from two middle schools. Students Measures of Academic Progress (MAP) Fall-to-Winter data 2018 prior to implementation was used a covariate and Fall-to-Winter data 2019 data during the implementation of concept-based instructional strategies integrated into the traditional math curriculum was used for the dependent variable. Student achievement was analyzed using an analysis of covariance (ANCOVA) and determine that there was a significant difference in math achievement when instruction is provided to student by teachers who have received professional development on concept-based instructional strategies. These findings have implications on teacher preparation, daily curricular instruction, and competitiveness for students in the global economy. Future research is suggested to determine impacts of concept-based instruction on students functioning above and below grade level, as well as teacher efficacy on implementing concept-based instruction for middle grades.

Download

Share

COinS