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ERIC Number: ED524283
Record Type: Non-Journal
Publication Date: 2010
Pages: 110
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1243-2303-9
Teacher Perceptions and Student Achievement Related to Inquiry-Based Mathematics
Lange, Pamela L.
ProQuest LLC, Ed.D. Dissertation, University of South Dakota
Mathematics curricula reform has been a continuous process in school systems throughout the United States for the past several decades. As school districts continue to face the challenges set forth in the No Child Left Behind Act, it is now more critical than ever before to measure the impact of curricula being utilized in today's schools. This study was informed by gender, grade level, and diverse learning needs of students regarding the implementation of inquiry-based versus traditional-based mathematics. Teachers' perceptions of student engagement, instructional strategies, professional development opportunities, and overall self-efficacy were also explored. A survey instrument collected data from 78 elementary classroom teachers, representing 29 school districts, who have been involved with a major grant-funded mathematics change initiative in the State of South Dakota. Overall, the teachers participating in this study reported that student engagement, instructional strategies, professional development opportunities, and overall self-efficacy all impact teaching in the mathematics classroom. Two main factors that support success in the mathematics classroom include math coaches, whether assigned by the district or the grant, and professional development opportunities. Student achievement data showed significance differences in mathematics performance in three areas: grade level, gender, and diverse learning needs. A significant interaction among the mathematics performance of the diverse learner and non-diverse learner plus inquiry-based and traditional-based curriculum was found. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Dakota