This applied dissertation was designed to determine the availability and implementation of mathematics intervention classes in middle schools. These intervention classes are intended to support struggling learners who are not considered making adequate progress in mathematics and extend beyond a student’s general education mathematics class. The researcher adapted a survey and distributed it via a social media platform, email, and finding participants using the survey platform. Schools across the United States do not have consistent models of intervention classes to support struggling learners and there is little known about how schools implement these middle school mathematics intervention classes. The purpose of this survey was to provide insight into the structure and implementation of these classes, the preparation of intervention instructors, the challenges a school staff may face with implementation, and why schools may not offer these support mechanisms for struggling learners. The descriptive statistics, figures, and graphs represent the results from the data collected from the 36-item, branched survey. The results indicate there was variation in the structure and perceived challenges include the lack of funding and the number of students who should receive additional support exceed the availability of intervention classes. Middle school mathematics educators should be encouraged to participate in professional learning that is research-based and incorporates methods which are grounded in theoretical perspectives and specifically target those learners who struggle with mathematics in middle school. Future research undertakings should establish a framework or build upon existing frameworks to guide schools with the implementation of the intervention classes.
| Date of Award | Jan 1 2025 |
|---|
| Original language | English |
|---|
| Supervisor | Robert Ostrove (Supervisor), Jennifer Gunter Reeves (Advisor) & Kimberly Durham (Advisor) |
|---|