Murray State Theses and Dissertations

Abstract

Abstract

The researcher studied the correlation between mathematics pedagogy and fifth grade test scores on the Missouri Achievement Program Mathematics Test, utilizing data from 2019 to avoid the effects Covid-19 had on the education system. All fifth graders attending public schools in Saint Louis County were studied using the data released by the Department of Elementary and Secondary Education. The first research question pertained to a correlation between mathematics pedagogy (Spiral, Strand or Blended Method) and overall fifth grade test scores on the Missouri Assessment Program Mathematics Test. The second question tested whether correlation existed between mathematics pedagogy and test scores for Lower SES students. The third question tested whether correlation existed between mathematics pedagogy and Black fifth grade test scores on the Missouri Assessment Program Mathematics Test. The final research question tested whether pedagogy closed the achievement gap between Low SES, minority students and the overall population on the fifth grade MAP Mathematics Test (MAPMT). The researcher found the Strand Method correlated with higher test scores for the overall population and the Low SES population, but the Black population scored best utilizing the Spiral Method. The Blended Method had the lowest difference between all subgroups. The researcher recommends that districts adopt a methodical mathematics program that utilizes the Strand Method. Further, the researcher suggests students be grouped by both learning style and ability. Mastery is required before students proceed to subsequent concepts.

Keywords: mathematics, pedagogy, MAP

Year manuscript completed

2023

Year degree awarded

2023

Author's Keywords

Mathematics, Pedagogy, state testing

Dissertation Committee Chair

Ben Littlepage

Committee Chair

Ben Littlepage

Committee Member

Randal Wilson

Committee Member

George Frieda

Document Type

Thesis

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