Date of Award
1-1-1992
Document Type
Dissertation - NSU Access Only
Degree Name
Doctor of Education
Department
Child and Youth Care Administration
Advisor
David Flight
Keywords
Mathematics, Curriculum/Instruction, Elementary, Mathematics, Instructional Practices, Program Development, Students
Abstract
This report describes a program for improving mathematics achievement and test scores of first-through-sixth-grade students for the specific purpose of obtaining a predetermined state score level on the mathematics subtest of the Comprehensive Test of Basic Skills annual achievement test. Original problem evidence became apparent after the review of the district’s tasting results for students from 1988-89 school year. The Maurica River Township Board of Education voiced concern over the fact that the district students' mathematics achievement level was either below or just slightly above that of the Stata's minimum level of proficiency in mathematics. An analysis of the problem affirmed that mathematics skills instruction needed more emphasis, a consistent instructional time period, continuity within the curriculum and with the textbook series, and use of hands-on manipulatives. Opinions of teachers expressed in interviews indicated that some conflict regarding instructional strategies existed within the district. Also, negative teacher attitudes about student’s lad the author to examine teacher expectations. As a result of practicum intervention, teaching staff acquired new skills through in service training, students and parents became aware of the importance of mathematics, the mathematics curriculum was raised, the mathematics textbook series was revised, manipulatives were incorporated into the program, and faculty articulation meetings were Initiated. During the period of practicum intervention, the Comprehensive Test of Basic Skills was administered to the target group. Eighty-six percent of the target population met or exceeded the State standard in mathematics in April 1991.