Murray State Theses and Dissertations

Abstract

The Foundational Numeracy Transformation Cycle (FNTC) was created in part to increase the percentage of students with disabilities performing at or above grade level in middle school mathematics. Through professional development and support, the FNTC worked within regional co-ops to increase math proficiency at all grade levels by building instructional capacity in primary educators. In addition to increasing student proficiency, the FNTC also aimed to enhance educator confidence in implementing Mathematical Teaching Practice (MTP) #2. This study used quantitative analysis to determine that participation in the FNTC had no statistically significant effect on student achievement. This study also explored the relationship participation in the FNTC had on educator confidence to implement MTP #2 and the overall implementation of MTP #2 as a result of participation. Participation in the FNTC did improve teacher confidence to implement MTP #2. The observable implementation of MTP #2 did improve throughout participation in the FNTC. These results support the role that implementation fidelity, consistency, and leadership play in student achievement. The results also highlight the role that cyclical and continuous professional learning plays in providing educators confidence to implement MTP #2.

Year manuscript completed

2025

Year degree awarded

2025

Author's Keywords

Foundational Numeracy, Transformation Cycle, Early Mathematics

Degree Awarded

Doctor of Education

Department

Educational Studies, Leadership and Counseling

College/School

College of Education & Human Services

Dissertation Committee Chair

Dr. Randal Wilson

Committee Member

Trent Lovett

Committee Member

Dr. Savannah Denning

Document Type

Dissertation

Download

Share

COinS