Abstract
The recent implementation of the Pennsylvania Core Standards for Mathematics has altered instruction in Pennsylvania public schools. This research study examined elementary teachers' attitudes and practices related to mathematics instruction based on the PA Core Standards for Mathematics. The study also examined the professional development the teachers have received related to the new mathematics content and practice standards. This case study was conducted at a suburban school district in south central Pennsylvania with elementary math teachers from kindergarten through grade five. The mixed methods design used a quantitative analysis survey to assess elementary teacher attitudes. The qualitative data was collected via interviews to provide more in depth perspectives of the participants, and an analysis of lesson plans to provide supporting documentation of instructional practices. The quantitative portion of the study presents the facts related to elementary teacher attitudes and practices about mathematics instruction, and the qualitative portion presents the justifications for the quantitative data. The study found that the sample of elementary teachers had positive attitudes about teaching math and the PA Core Standards for Mathematics. The findings showed that the elementary teachers had high levels of confidence related to implementing instructional strategies that support mathematics pedagogy aligned to the PA Core Standards for Mathematics. The findings also showed that the teachers had minimal opportunities to participate in professional development related to mathematics. The primary forms of professional development were provided by the school district, and the sessions focused on the development of curriculum or the implementation of new resources. The recommendations from this study include vertical realignment of the curriculum, and sustained professional development that is focused on mathematics content and pedagogy.%%%%Ed.D., Educational Leadership and Management – Drexel University, 2017
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