I investigated why math capable students are not entering science, technology,
engineering, and math (STEM) careers. To research the problem, I explored how highly
effective elementary math teachers (HEMT) create student interest in mathematics using the self-
efficacy (SE) theory and information and communication technology (ICT). The purpose
of the study was to discover if teacher training and instructional strategies can influence
student interest in mathematics to improve STEM career entry. The theoretical
framework adopted for this study was the SE theory, and the 4-phase model of interest
development was the conceptual framework. Participants in this multi-case qualitative
study included 5 HEMT who work in a southern ICT-based urban school. The data
gathered were individual teacher observations, interviews, and discussions about student
artifacts, which were then analyzed for themes and patterns using NVivo software. The
results indicated that the teacher participants use vertical curriculum experiences to
improve student SE in 4th and 5th-grade students to fill-in curriculum gaps. Also,
problem-solving math equations based on real-world simulations are used to stimulate
and sustain a perceived student interest in mathematics. Additionally, ICT was used to
augment math lessons and to personalize learning. Society will benefit from this
information when educational stakeholders implement instructional strategies that
improve student interest through the use of real life scenarios. Real-world math
applications can influence elementary student interest in taking higher levels of math
education that lead to STEM careers.
| Identifer | oai:union.ndltd.org:waldenu.edu/oai:scholarworks.waldenu.edu:dissertations-5375 |
| Date | 01 January 2017 |
| Creators | Brimmer, Linda Ertrachter |
| Publisher | ScholarWorks |
| Source Sets | Walden University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Walden Dissertations and Doctoral Studies |
Page generated in 0.0024 seconds