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ERIC Number: ED536093
Record Type: Non-Journal
Publication Date: 2011
Pages: 124
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-2670-3978-1
ISSN: N/A
Teachers' Perspectives on the Everyday Mathematics Program
Vlantis, Theresa J.
ProQuest LLC, Ed.D. Dissertation, Hofstra University
The University of Chicago Everyday Mathematics Program is among the nation's most popular programs used in schools throughout the United States. However, despite the widespread use of the Everyday Mathematics Program, a disconnect exists between the increased acceptance of the program in elementary schools throughout the United States and student achievement in this urban elementary school. According to the New York State (NYS) Report Card (2009), of the 467 students enrolled in grades three through five, 45% did not achieve proficiency on the NYS Mathematics Assessment. This can be true for two reasons: either the program is not working for these students or teachers in this school are not implementing the program with fidelity. This case study focuses on why teachers implement this program with/without fidelity. To identify factors affecting their implementation, the study explores the teachers' perceptions of the effectiveness of Everyday Mathematics, their beliefs about effective teaching and their perceptions of the effectiveness of the professional development associated with Everyday Mathematics. To develop a deeper understanding of the factors affecting teachers. implementation of the Everyday Mathematics Program, fifth grade teachers participated in individual interviews and observations. These teachers also completed a profile questionnaire. This qualitative case study revealed three main findings regarding what impacts teachers' implementation of Everyday Mathematics within the classroom. According to the participants, the level of fidelity delivering instruction, their perception of the universality of Everyday Mathematics and their perception of the lack of need for professional development played a significant role as to why they do not implement Everyday Mathematics with fidelity. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A