Student Voices on High School Mathematics Teaching And Learning: College Student Voices on Teacher Behaviors and Actions Impacting High School Mathematics Achievement

<p>According to the national Assessment of Educational Progress the national trend in mathematics achievement has not significantly changed from 1973 through 2012 for 17 year olds (National Center for Educational statistics, 2014). Student beliefs about mathematics learning are an important factor in determining the student's math achievement (Woodward, 2004). This qualitative dissertation explores college student perceptions of effective mathematics teaching and learning at the secondary level. Interview participants who are early in their college program were recruited from math classes at a southeastern university. Study participants reinforced the literature that knowing both the how and the why of mathematics is important to them. The desire for ongoing support of their math instruction learning was also identified as necessary by participants as well. Importantly, impediments to learning mathematics at the secondary level were reported by those interviewees in this study. The participant descriptions of effective math instruction support the current literature regarding effective math instruction; however, continued high school mathematics achievement in the United States fails to improve. </p>

Name thesis:degree_name

Doctor of Education (EdD)

Level thesis:degree_level

Doctoral's

Discipline thesis:degree_discipline

Educational Leadership and Policy Studies

Grantor dc:publisher

Eastern Kentucky University

Year

2014

Author dc:creator

• Crane, Elizabeth Anne

• educational leadership
• high school math
• math achievement
• math teacher evaluation
• student voices
• Science and Mathematics Education

Statement dc:rights

• Copyright 2014 Elizabeth Anne Crane

Repository record dc:identifier

https://encompass.eku.edu/etd/202

OAI identifier oai:identifier

oai:encompass.eku.edu:etd-1200