Date of Award
2020
Degree Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Curriculum & Instruction
First Advisor
Cherie Gaines
Second Advisor
Shannon D. Collins
Third Advisor
Andrew Courtner
Abstract
The purpose of this research was to identify teachers’ perceptions of barriers to math achievement below Grade 10, if any, to determine which, if any, of the identified barriers teachers reported, and to determine which, if any, previous recommendations for positive changes in mathematics classrooms teachers reported, as well as identify any teacher reports of resistance to change. I conducted research on 19 participants by collecting questionnaires online due to the COVID-19 pandemic. Participants were teachers of mathematics from Grade 4 through Grade 8. I compared participants’ responses to literature-based components using predetermined coding along with emergent coding to identify new themes in this basic interpretive study. The main finding of this study was low math self-efficacy was a widespread problem among students, which must be overcome to prepare students to pursue a STEM degree due to its role in career development when focusing on mathematics as the social cognitive career theory applied to students seeking a STEM degree. Other finding of this study were teachers still used purely procedural mathematics instruction, students were not developing a strong start in mathematics, and teacher math content knowledge still needed improvement.
Keywords
Mathematics, Questionnaires, Teachers, Teaching methods
Recommended Citation
Summey, Kimberly, "TEACHER-PERCEIVED BARRIERS TO MATH ACHIEVEMENT AND IMPLEMENTATION OF LITERATURE-BASED RECOMMENDATIONS FOR CHANGE IN MATH INSTRUCTION IN GRADES 4 THROUGH 8" (2020). Ed.D. Dissertations. 25.
https://digitalcommons.lmunet.edu/edddissertations/25
