Abstract Students in grades 3 and 4 attending a traditional public elementary school in a northeastern state did not meet proficiency levels in mathematics as measured by the state's assessment system. Published reports indicated that students attending the Montessori programs were more proficient in solving math problems compared to students in traditional schools. However, researchers had not compared Montessori and traditional teachers' perceptions of teaching elementary mathematics. The purpose of this qualitative case study was to explore the perceptions of traditional and Montessori teachers regarding teaching basic problem solving skills in mathematics. Koehler and Grouws' model provided the theoretical framework. Data collection included semistructured interviews with 6 traditional and 4 Montessori elementary teachers, field notes, and journaling. Data were analyzed using a coding scheme that incorporated the theoretical model's categories. Findings indicated that both groups of teachers reported that concrete (manipulatives) to abstract (pen and paper) learning was an effective approach to teaching basic math concepts and problem-solving skills. Social change will be realized when struggling elementary students in both Montessori and traditional settings begin to meet proficiency levels in mathematics and benefit from instruction that balances concrete and abstract learning skills. As such, students will be able to explore, develop, and become more actively engaged in learning math and problem solving in all elementary grades. The project deliverable, a position paper supporting the principal theme of concrete to abstract learning, may be used to promote effective instructional practices in mathematics, hence, positive social change.

The gaming market has become the fastest growing market for leisure and is one of the most popular forms of homeentertainment. This has generated a media debate about how people are affected by gaming and concernes how we are affected by the violence that may occur in games. Games proponents argues that gaming is the future of teaching and computer games are becoming a sustainable and popular instruction strategy. Some studies have long used computer games for educational purposes. By interviewing high school students in focus groups as qualitative research, I studied their attitudes towards computer games as a learning tool. Using the indie game Minecraft, the online game World of Warcraft and the simulation game Euro Truck as examples, I have asked high school students what skills they believe can be obtained by using computer games as a learning tool. Focusing on factual abstract learning, social learning and practical application of learning. The result shows that high school students believe that some learning can be achieved by most computer games, but the knowledge obtained is not necessarily the skills that can be applied in reality. The results also show that high school students lack practical application of learning, and they think that computer games are a great tool to visualize factually abstract knowledge. When it comes to social learning they believe that it gives the opposite effect and make players asocial.