The purpose of this study was three-fold. First, the study determined the effects of mathematics teaching strategies on the performance of elementary students on a state-standardized test. More specifically, this study was concerned with the influence of the Everyday Math teaching strategies versus the Sharon Wells' teaching strategies on the mathematics performance of elementary students on a state-wide standardized examination. Furthermore, this study ascertained the effects of gender, ethnicity, and socioeconomic status on the math performance of elementary students. A causal-comparative or ex post facto design was used in this study. The researcher attempted to determine the cause or reason for existing differences in some variables and to identify the factors that led to those differences. The population for this study consisted of 271 campuses, with 12,612 teachers and more than 199,500 students. The cluster random sampling procedure was used to select the mathematics classes scheduled at the targeted schools. A randomly selected number of classes were obtained and allowed each mathematics class an equal opportunity to have been selected to participate in the study. Thus the sample consisted of 437 students. The 2008 (TAKS) data for these classes were analyzed. The investigative instrument utilized in this investigation was the (TAKS). The researcher found that: the TAKS mathematics scores of elementary students were significantly affected by the type of mathematics instructional strategies, specifically, it appeared that elementary students who were exposed to the Everyday Math instructional strategies had significantly higher mathematics scores than their counterparts who were exposed to the Sharon Wells mathematics instructional strategies. The variables gender and ethnicity were not found to be significant, but socioeconomic status influenced the mathematics score. In conclusion, it appeared that non-economically disadvantaged students had significantly higher scores than economically disadvantaged students and mathematics programs were significant predictors of influencing TAKS mathematics scores. [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.]