The purpose of this applied dissertation was to provide an in-depth understanding of the teacher’s role in motivating students to learn mathematics at alternative high schools because motivation impacts academic achievement in mathematics. Students in South Florida must pass an end-of-course exam in algebra as a requirement to receive a high school diploma. Therefore, it is essential that students are motivated to learn the mathematics concepts that are necessary to pass the end-of-course exam. This research study was guided by the following research questions: 1. How and in what ways do mathematics teachers adjust and integrate instructional strategies to support students who struggle in mathematics at alternative high schools in South Florida? 2. How and in what ways do mathematics teachers assess if adjusted instruction is meeting the academic goals for students who struggle in mathematics at alternative high schools in South Florida? 3. What are the mathematics teachers’ perceptions of successful methods to motivate students at alternative high schools in South Florida? 4. What are mathematics teachers’ perceptions of ways interpersonal interaction with their students support motivation at alternative high schools in South Florida? This qualitative study was conducted using a case study approach, and four high school mathematics teachers participated in the study. The participants were interviewed, and they completed a questionnaire. Ten themes emerged from the data analysis. Current research corroborated the strategies the teachers were implementing in their classrooms. Future research should include a larger number of participants from diverse districts and examine the impact of teachers’ ethnic background and gender on the students’ motivational level to study mathematics.
| Date of Award | Jan 1 2024 |
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| Original language | English |
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| Supervisor | Robert Ostrove (Supervisor) & Jennifer Nottingham (Advisor) |
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