This qualitative study aimed to examine the challenges surrounding the non-exit of first-grade students from mathematics intervention (MI) programs, particularly focusing on Atlantic Elementary School within the Gulf County Public School District. Against the backdrop of declining mathematics proficiency, exacerbated by the COVID-19 pandemic, this study investigates the effectiveness of MI and its alignment with best practices in mathematics instruction. While MI aims to support students struggling with mathematical concepts, there exists a notable gap in understanding why many primary students do not transition successfully from MI on grade-level prior to advancing to the subsequent grade level. The research questions driving this study center on comparing the tasks and instructional approaches during MI against established best practices and examining the impact of teachers' beliefs on MI instruction. The data for this study was collected through surveys, observations, and semi-structured interviews with three first grade teachers. The finding revealed instances where tasks lacked complexity and failed to promote mathematical conceptual understanding among students, indicating a misalignment with the Mathematics Teaching Practices (MTPs). In contrast, some instruction during mathematics intervention demonstrated effective use of tasks that encouraged reasoning, problem-solving, and mathematical discourse, aligning closely with the MTPs. Also, teachers who held positive beliefs about the effectiveness of interventions were more likely to implement tasks aligned with best practices and provide meaningful mathematics instruction. Conversely, teachers who expressed uncertainty about interventions tended to adopt less effective instructional approaches. The analysis highlighted the importance of aligning Tier 2 interventions with MTPs in mathematics instruction and recognizing the role of teacher beliefs in shaping instructional practices. These findings should encourage stakeholders in mathematics education to utilize this insight as a catalyst to implement necessary changes in mathematics education.
Chair: Dr. Juli Dixon
The public is welcome to attend. Please contact Committee Chair (Juli.Dixon@ucf.edu) for details regarding attendance.
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