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This study contributed to the body of knowledge on the implementation of professional learning communities (PLCs) and mathematics student achievement change in a school district in Florida. The purpose of this study was to determine the relationship between the PLC self-reported stages of collaboration on the Seven Stages of Teacher Professional Learning Teams (SSPLT) Rubric and FSA Mathematics, FSA Algebra 1 End-of- Course (EOC) Assessment, and FSA Geometry EOC scores in Grades 3-8 in the school district of study. Quantitative methods were used to analyze relationships using archival data from the school district of study for two school years, 2017-2018 and 2018-2019, to determine changes over time. Three research questions were designed to find (a) differences in self-reported ratings on SSPLT between elementary Grades 3-5 and middle Grades 6-8, (b) differences on SSPLT among individual Grades 3-8, and (c) the relationship, if any, between changes in SSPLT self-reported ratings and FSA Mathematics, FSA Algebra 1 End-of- Course (EOC) Assessment, and FSA Geometry EOC scores in Grades 3-8 in the school district of study. Quantitative analysis found statistically significant correlations between changes in SSPLT self-ratings and changes in FSA Mathematics mean scale scores in Grades 3-8, Grades 3-5, and the Geometry EOC for Grade 8. There was growth over time from start of school year 2017-2018 to end of school year 2018-2019 in the stages of implementation of PLCs. These findings are aligned to literature on teacher collaboration, professional learning, change in education, and collective efficacy. This study expanded on the literature on teacher collaboration and effective professional learning through the implementation of PLCs. Findings from this study could be used to assist school districts with school district-wide and school-based practices on implementation of PLCs with guidelines and strategies to provide meaningful structures for higher stages of teacher collaboration.

This study was developed to identify the specific instructional and professional differences among the most effective, moderately effective, and least effective Grade 4 and Grade 5 teachers of mathematics in one Florida school district. The purpose of this study was to determine the professional preparation, beliefs about student learning, professional practices, (e.g., professional development, planning, reflection, and collaboration with colleagues), and instructional differences among the effectiveness groups of Grade 4 and Grade 5 teachers of mathematics. Mathematics teachers have the responsibility to engage and encourage students to be mathematical thinkers and problem solvers that value mathematics and strive for the best standards (Hattie, 2009). This study applied a mixed-methods approach to gather data from teachers of Grade 4 and Grade 5 mathematics in one Florida school district by utilizing teacher effectiveness scores derived from value-added model and the Elementary Mathematics Teacher Survey© to gather information on teacher: (a) professional preparation, (b) beliefs about student learning, (c) professional practices, and (d) confidence in instructional strategies. The findings of this study expanded the work of previous researchers in improving the effectiveness of elementary mathematics teachers. While no statistically significant results were revealed in the sample population of this study, all the most effective participants had mathematics education in their professional preparation. In addition, all the most effective participants believed students could improve their mathematical learning and school district professional learning contributed to their effectiveness. Furthermore, at least weekly, all most effective participants: (a) modeled accurate academic language, (b) maintained classroom routines, (c) provided feedback, and (d) differentiated instruction. Qualitative findings were summarized from open-ended responses and the themes in the most effectiveness group included: (a) building relationships, (b) differentiating instruction, and (c) providing feedback. The findings of this study assisted school-level and district-level leaders in improving the effectiveness of elementary mathematics teachers.

Teacher instruction in mathematics is a critical cornerstone for effective student learning (Aldrup et al., 2020). Teaching mathematics is essential for the development of student mathematical thinking; a foundational skill required for the majority of careers (Ramirez et al., 2016). Researchers have demonstrated that mathematical anxiety (MA) is prevalent among the general population and is estimated to impact 42% of teachers in elementary education (Aldrup et al., 2020). The impact of MA on teaching, student learning, and overall teacher performance is just beginning to emerge. Yet, researchers have shown MA has implications on the function (Pizzle et al., 2020) and thought process of the brain (Rapgay et al., 2016). Current research is limited on the cognitive impact on a teacher's instructional processes. The purpose of this study was to investigate the potential impact of MA on teaching by determining if significant differences existed between the levels of MA between (a) pre-service and in-service teachers, (b) elementary and secondary teachers, and (c) teacher's self-reported general MA versus their reported MA while teaching.

This dissertation in practice investigated the factors that contribute to or hinder the successful completion of college-level mathematics courses by Black students by utilizing a strengths-based approach. The purpose of this study was two-fold: to investigate the effects of variables, both individual and course-related, to the successful completion of college-level mathematics courses by first-time-in-college (FTIC) Black students and to explore inherent forms of cultural capital (Yosso, 2005) reported by mathematically successful students. The theoretical framework draws upon Critical Race Theory (Crenshaw et al., 1995), Cultural Capital (Bourdieu, 1986), and Community Cultural Wealth (Yosso, 2005) to inform the research. This study used a convergent parallel mixed methods research design (Creswell & Clark, 2017). The quantitative and qualitative portions of this study occurred simultaneously. Upon completion of the research, the results were then compared to identify any similarities or differences that existed within the findings. The quantitative data were collected through Barcelona's archival course completion data and then analyzed using binomial logistic regression (Peng et al., 2002). The qualitative data were collected through individual student interviews and analyzed using Colaizzi's (1978) seven-step process as outlined by Sanders (2003). This study provides data and results to inform researchers, practitioners, and policymakers related to inequities in student educational experiences, cultural responsiveness and inclusivity, and approaches to address opportunity and experience gaps. This study continues to build upon the research and scholarship by other scholars to interrupt the ideology surrounding achievement gaps.

This study was designed to investigate the relationship between arithmetic and reading comprehension, as measured by the Grades 6 and 7 Florida Standards Assessment (FSA), and student success in algebra, as measured by the Florida Algebra I End-of-Course Assessment (EOCA). The intent of the study was to bridge the gap in the literature regarding student performance on the Grades 6 and 7 FSA English Language Arts and Mathematics and subsequent performance on the Algebra I EOCA. Furthermore, this study sought to identify specific skills related to arithmetic and reading comprehension that contribute to student performance in Algebra I. Sequential multiple regression was used to determine the relationship between the overall scale scores and curricular strand sub-scores for the Grades 6 and 7 FSA English Language Arts and Mathematics and the scale scores for the Algebra I EOCA, while controlling for student demographic variables. Additionally, multivariate analyses of variance were used to determine the differences between the Algebra EOCA performance levels in the sub-scores of each middle school assessment. Each of the final models for the scale scores and the sub-scores for all four FSAs were found to be statistically significant and meaningful predictors of student performance on the Algebra I EOCA in at least one regression model. Sub-scores from the FSA Mathematics in Grades 6 and 7 were the most commonly significant and meaningful predictors, particularly knowledge of the number system, ratios and proportions, and expressions and equations. Finally, it was found that there were statistically significant differences in the FSA sub-scores between student groups identified by their performance on the Algebra I EOCA. This study has numerous implications in the areas of data analysis, curriculum design and implementation, mathematics content area reading instruction, and the overall approach to mathematics education for Students with Disabilities, English Learners, and students with low socioeconomic status.

This nontraditional dissertation is designed to research three separate, but connected, topics of inquiry. The first study is a systematic review of literature intended to better understand how the field has conceptualized and researched relations of power, specifically relations of authority, autonomy, and agency. In this study, I aim to answer two research questions: 1) How has authority, autonomy, and agency been conceptualized in the field of mathematics education over time and from what epistemological perspectives? 2) What results, findings, and themes characterize authority, autonomy, and agency within the field of mathematics education? The second and third studies use data collected from an eight-week observation of a first-grade mathematics classroom. The second study is an interactional ethnographic investigation of the eight-week observational period. In this study, I explore the following research question: What authorities do students socially construct over time in a first-grade mathematics classroom? I found that students constructed two kinds of authority: Mathematical and Ritual. Implications for future research are shared. The third study also uses the data collected from the eight-week observational period. It employs a microethnographic approach to analyze the data collected during the observational period. In this study, I make visible the social construction of opportunities for learning. I explore the following research question: How do students socially construct opportunities to learn over time in a first-grade mathematics classroom? Through tracing a singular utterance, "help," students made visible the ways in which they constructed different opportunities for learning. Implications for research are shared.

The Standards of Learning (SOL) for Virginia public schools, and other national standards, set expectations for student achievements throughout the school year for many subjects, including science. Because educators must prepare their students for end-of-course exams based on the SOL, classroom discussion and deeper understanding of topics can be lessened. Middle school students show declines in motivations and attitudes toward science, and challenges are greater for English-learning (EL) students. Incorporating storytelling into science classrooms can be helpful to EL and non-EL students because it presents challenging topics and vocabulary in a simpler and more engaging way than traditional textbooks. This project seeks to provide middle school educators with tools to incorporate science stories into classrooms without sacrificing important SOL topics.

Discovery learning is one of the instructional strategies sometimes used to teach Algebra I. However, little research is available that includes investigation of the effects of incorporating the graphing calculator technology with discovery learning. This study was initiated to investigate two instructional approaches for teaching slope of a line in Algebra I. One approach involves the graphing calculator as a tool in a discovery learning setting. The second approach involves using the graphing calculator to reinforce traditional instruction. An urban public school division located in southeastern Virginia was the site for this investigation. Two Algebra I classes from each of two middle schools and two Algebra I classes from each of three high schools were involved in this study. The experimental groups completed a discovery learning activity, while the control groups used traditional instruction. This study is an investigation of whether there was a difference in student achievement in slope of a line when one discovery learning activity was completed prior to formal instruction. It was concluded that student achievement did not increase with the inclusion of one discovery learning based activity. Further study is needed to evaluate if discovery learning is effective if utilized throughout the unit on slope of a line, if additional professional development focused on discovery learning is necessary, or if a series of discovery learning activities would increase student achievement.