The American educational system relies heavily on published mathematics programs, and yet the effectiveness of such programs has received only limited attention. This study was conducted to address the lack of extensive studies on one of these math programs. This concurrent, triangulated mixed method study was designed to assist the greater professional educational community seeking math reform. The purpose of the study was to determine whether student persistence improved after exposure to the Growing With Mathematics program. Research questions addressed student response to the math program via comprehension and self-efficacy. A convenience sample consisting of 79 students, all 5 th graders, was used. Qualitative data were collected over a 4-month period via interviews and observations. Concurrently, quantitative data were collected via unit tests and Likert surveys, and then examined through t-test score analysis. The quantitative test and the quantitative survey results showed that student achievement and student persistence increased. Qualitative results, measured through observations and interviews, also supported an increase in comprehension. Through the data triangulation method, qualitative data gathered from the interviews and observations were analyzed, coded, and then compared against the quantitative data. Findings of the content analysis indicated that student self-efficacy and comprehension increased through the Growing With Mathematics program. The results of this study support the idea that a constructivist math program increases conceptual thinking. Because conceptual thinking is needed for the advancement of technology in a global society, the results of this study may influence educators and administrators seeking math reform to consider the adaptation and implementation of a constructivist math program.... how has that impacted your lesson plans and your lesson planning? D: Well, it takes more time. I mean we (the fifth grade team) would meet and say Tuesday wea#39;re doing 7.3, and wea#39;d just kind of go through the Heath and go through it.
|Title||:||Using Constructivist Math Methods in the Everyday Elementary Classroom|
|Publisher||:||ProQuest - 2008|