The purpose of the study was two-fold in determining if significance existed between student achievement in traditional classroom settings and departmentalized settings and what impact teacher knowledge had on student achievement. With the shift in conceptual skills in CCSS, fifth grade mathematics skills are increasingly more difficult than they were prior to CCSS implementation. Participants completed a demographic survey and answered seven perception questions on their own mathematical knowledge. Data for respondents was analyzed and compared by years of teaching experience, number of math sections taught, number of fifth grade math sections taught and education. These factors were compared to responses from the perception statements. Analysis of the quantitative data indicates a lack of significance between teachers’ perceptions of mathematical knowledge and student achievement on fifth grade math MAP test. Recommendations of this study included: (a) further research into the impact of teacher education in mathematics; (b) utilizing an assessment to determine respondents’ true mathematical knowledge; and (c) extending research to the entire state of Missouri.

Título

• The Effect of Departmentalization and Teacher Education on Fifth Grade Students’ Math Achievement

Última modificación

• 06/05/2024

Creador

• Rogers, Kelli

Contribuidor

• Robert Perry (Advisor/Committee Chair)
• James Truelove (Committee Member)
• Pam Hedgpeth (Committee Member)

Fecha de Creacion

• 2014-12-19

Identificador

• vital:5949

Idioma

• English

Editor

• Southwest Baptist University

Tema

• Student Achievement
• Standardized Testing
• Mathematics

Derechos

• Copyright Protected.

Formato de Archivo

• PDF Document