|aA case study of the Math Matters professional development program in one elementary school|h[[electronic resource]]
260
|aAnn Arbor, Mich : |bUMI, |c2005
300
|a79 p
500
|aSource: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2179
500
|aAdviser: Dennis Hocevar
500
|aSchool code: 0208
502
|aThesis (Ed.D.)--University of Southern California, 2005
520
|aThis case study investigated whether the implementation of a long-term, on-going professional development program, Math Matters, which focused on increasing content knowledge in mathematics and provided teachers with content and classroom management techniques, affected student achievement on the New Standards Review exam. The staff members who participated in the training represented grades Kindergarten through 5th grade at Plains Elementary School in Providence, Rhode Island
520
|aIn order to evaluate the effects of Math Matters at Plains Elementary, three sources of data were collected: (a) yearly test scores on the New Standards Review Exam, (b) pre/post surveys, and (c) interviews and classroom observations. The following research questions were assessed: (a) Did an increase of a teacher's mathematical knowledge improve student achievement in mathematics? (b) In what ways did a long-term, ongoing, professional development improve a mathematics program within the school? and (c) Did the inclusion of all staff members in the professional development contribute to the effectiveness of the mathematics program? The New Standards Review data were collected over a 4-year period, to coincide with the school's participation in the Math Matters training. The New Standards Review exam was administered to students in Grades 2--5 in spring 1999, spring 2000, spring 2001, and spring 2002. The mathematics portion of the test includes three parts: (a) math skills, (b) problem solving, and (c) math concepts. From 1998 to 2002, the students at Plains increased a total of 40% in math skills, 47% in math concepts, and 40% gain in problem solving on the New Standards Exams. These gains were not noted in any of the three comparison schools
520
|aThe participant surveys were given as a measurement to gauge overall changes in the mathematics program. Through these surveys, it was reported that the mathematics program at Plains Elementary improved by approximately 40% over the course of the training and implementation of Math Matters
520
|aIn the course of classroom observations and staff interviews, it was revealed that participants noted that the professional development resulted in changed attitudes, improvement in content knowledge, and their participation in the training was a significant part in the school's success throughout the years