Abstract/Details

Elementary school mathematics: Factors affecting strategies and materials for instruction


1999 1999

Other formats: Order a copy

Abstract (summary)

This study examined the strategies and materials used by elementary mathematics teachers and the factors that affected their use. New York State elementary school teachers were selected randomly to respond to a 65 item survey. The survey elicited their responses about the instructional strategies and materials they used to teach elementary school mathematics and the factors that influence their choices. A return rate of 85.4% was realized with 413 completed surveys suitable for analysis. Responses to items for the 20 strategies and materials were used to construct a scale representing teachers' use of contemporary instructional practices. This scale constituted the dependent variable. Teachers' responses to three items representing each of 12 factors were used to construct a scale measuring teachers' response to each of the factors. These 12 factors constituted the independent variables. Frequencies, means, and standard deviations were used to ascertain the level of use for each of the strategies and materials. Factor analysis was used to examine the structure of the elements of both the dependent and independent variables. The relationship between the dependent variable and the 12 independent variables was explored using stepwise regression.

Major conclusions and implications: (1) The most frequently used instructional strategy for mathematics in the elementary classroom is teacher-centered whole-class instruction. (2) Other frequently used strategies and materials include worksheets/workbooks/skillbooks, manipulative materials, problem solving, and the textbook. (3) The least frequently used strategies included student interviews, calculators, portfolio assessment, grouping by ability, and class presentations. (4) The regression analysis identified a significant relationship between pedagogical knowledge, textbook use, knowledge of how mathematics is learned, course work taken, and metacognitive knowledge and the use of contemporary strategies and materials. This analysis indicated that these factors were important influences in teacher decisions about which strategies and materials were used in elementary school mathematics instruction.

Indexing (details)


Subject
Mathematics education;
Elementary education;
Curricula;
Teaching
Classification
0280: Mathematics education
0524: Elementary education
0727: Curricula
0727: Teaching
Identifier / keyword
Education; Instructional materials; Mathematics; Strategies
Title
Elementary school mathematics: Factors affecting strategies and materials for instruction
Author
Riley, James Edward
Number of pages
168
Publication year
1999
Degree date
1999
School code
0086
Source
DAI-A 60/06, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780599346918, 0599346914
Advisor
Kottkamp, Robert; Whitton, Sharon
University/institution
Hofstra University
University location
United States -- New York
Degree
Ed.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
9933934
ProQuest document ID
304503344
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/304503344
Access the complete full text

You can get the full text of this document if it is part of your institution's ProQuest subscription.

Try one of the following:

  • Connect to ProQuest through your library network and search for the document from there.
  • Request the document from your library.
  • Go to the ProQuest login page and enter a ProQuest or My Research username / password.