dc.contributor.advisor | Capraro, Mary Margaret | |
dc.contributor.advisor | Capraro, Robert M | |
dc.creator | Bailey, Joni L | |
dc.date.accessioned | 2018-09-21T15:32:04Z | |
dc.date.available | 2018-09-21T15:32:04Z | |
dc.date.created | 2017-12 | |
dc.date.issued | 2017-12-13 | |
dc.date.submitted | December 2017 | |
dc.identifier.uri | https://hdl.handle.net/1969.1/169588 | |
dc.description.abstract | The purpose of this study was to impact teachers’ understanding of fact fluency
and students’ opportunities to practice their mathematics facts in two third-grade, two
fourth-grade and two fifth-grade classes at R. C. Neal Elementary School located in
Bryan, Texas. I used a mixed methods embedded approach to investigate the effects of a
ten-session professional development on fact fluency, teachers’ understanding and
students’ opportunities to practice their facts. I led the professional development while
also performing the role of investigator in the project. I used qualitative methods in the
form of structured interviews of all participant teachers during phase one of the study to
investigate teachers’ understanding of fact fluency. I then gathered observational data
from walk-throughs in the participants’ classrooms, then quantified the strategies
observed. During phase 3 of the study, I used qualitative methods in the form of
structured interviews to determine the effectiveness of the professional development
sessions. This findings from this study showed that the ten-session professional
development session was effective in increasing teachers’ understanding of fact fluency
and strategies. The data also indicated that there was an increase in students’
opportunities to practice fact strategies in the classrooms. The overall findings from this
study indicate that the study was effective for both teachers and students. | en |
dc.format.mimetype | application/pdf | |
dc.language.iso | en | |
dc.subject | fact fluency | en |
dc.subject | mathematics | en |
dc.subject | professional development | en |
dc.title | FACT FLUENCY: A MIXED METHODS APPROACH TO IMPROVE QUALITY OF MATHEMATICS TEACHERS’ INSTRUCTION | en |
dc.type | Thesis | en |
thesis.degree.department | Teaching, Learning, and Culture | en |
thesis.degree.discipline | Curriculum and Instruction | en |
thesis.degree.grantor | Texas A & M University | en |
thesis.degree.name | Doctor of Education | en |
thesis.degree.level | Doctoral | en |
dc.contributor.committeeMember | Burlbaw, Lynn M | |
dc.contributor.committeeMember | Musoba, Glenda | |
dc.type.material | text | en |
dc.date.updated | 2018-09-21T15:32:05Z | |
local.etdauthor.orcid | 0000-0002-2731-120X | |