TEACHERS’ AND STUDENTS’ PERCEPTIONS OF MATHEMATICS TEACHING AND LEARNING IN SEMI-DEPARTMENTALIZED UPPER ELEMENTARY GRADES

Abstract

Abstract Franshaw, Maria J., Teachers’ and Students’ Perceptions of Mathematics Teaching and Learning in Semi-departmentalized Upper Elementary Grades. Doctor of Education (Executive Educational Leadership), Houston Baptist University, Houston, Texas, May, 2019. The purpose of this descriptive phenomenological study was to examine teachers’ and students’ perceptions of the impact of a semi-departmentalized classroom structure on mathematics teaching and learning in upper elementary grades. Participants were purposefully selected from teachers and students at the selected school, each completing at least one year in this classroom structure with fidelity. Participant’s perceptions and shared experiences were studied without altering the environment. A total of 138 students and five teachers answered multiple-choice and open-ended questions on respective surveys. Findings indicate both participant groups strongly believe a semi-departmentalized classroom structure positively impacts mathematics teaching and learning in upper elementary grades. Students reported being more engaged, liking math more, knowing they’re more proficient, and being better supported by their teacher. Teachers reported the structure improved their math content and pedagogical skills, implementation of professional learning, preparation, and overall effectiveness. Findings further indicated the structure positively impacted five themes common to both groups. The common student learning themes are mathematical proficiency and engagement in mathematics learning; the common mathematics teaching themes are mathematics pedagogy, differentiation, and preparation. Students also indicated the structure positively impacts their mathematics learning affect and disposition, the mathematics learning environment, and the time allotted for mathematics. Findings indicate a semi-departmentalized classroom structure positively impacts mathematics teaching and learning in upper elementary grades and is a viable option beyond a self-contained or departmentalized structure. The researcher hopes these findings will empower educational administrators in their efforts to improve elementary mathematics education in the United States. Keywords: classroom structure, elementary mathematics, elementary teacher specialization, math anxiety, mathematics pedagogical content knowledge, semi-departmentalization, semi-departmentalized, student perceptions, teacher perceptions